Pub Date : 2024-11-27DOI: 10.1016/j.ecns.2024.101658
Colleen Ryan PhD, RN , Patricia Johnson PhD, RN, Intensive Care Cert., BA, MN (Hons 1) , Lydia Mainey PhD, RN, MPH , Darryl Clare OAM, Dip Paramedical Sc, Dip TAE, Dip Management, Dip Leadership , Gitte Galea BIT Hons, , Chanchal Kurup RN, MClinEd , Myles Shipton BDigital Media , Lisa Wirihana PhD, RN, RM
Background
Simulation design teams may lack understanding of effective teamwork processes. For interprofessional teams, the skills needed to work together may not be easy to learn or apply. There is a need to explore the experiences of multidisciplinary members of simulation design teams to advance their practice. A study was designed to explore a multidisciplinary team of nurses, paramedics, business and information technology staff and learning designers’ experiences designing a virtual simulation prototype.
Method
Participants contributed their reflections which were analysed thematically. Simulation best practices, design-based methods and constructivism informed the study design and the prototype build.
Results
Two themes, facing the reality of task complexities and Learning and adapting to advance the project describe team member experiences and serve to enhance interprofessional teams’ skills for designing virtual simulations.
Conclusion
The results illuminate key strategies to benefit interprofessional teams such as encouraging shared meaning and language, being solution-focused and being mindful of teams where one discipline is the majority.
{"title":"These sims are different! Thematic analysis of interdisciplinary faculty experiences designing virtual simulations","authors":"Colleen Ryan PhD, RN , Patricia Johnson PhD, RN, Intensive Care Cert., BA, MN (Hons 1) , Lydia Mainey PhD, RN, MPH , Darryl Clare OAM, Dip Paramedical Sc, Dip TAE, Dip Management, Dip Leadership , Gitte Galea BIT Hons, , Chanchal Kurup RN, MClinEd , Myles Shipton BDigital Media , Lisa Wirihana PhD, RN, RM","doi":"10.1016/j.ecns.2024.101658","DOIUrl":"10.1016/j.ecns.2024.101658","url":null,"abstract":"<div><h3>Background</h3><div>Simulation design teams may lack understanding of effective teamwork processes. For interprofessional teams, the skills needed to work together may not be easy to learn or apply. There is a need to explore the experiences of multidisciplinary members of simulation design teams to advance their practice. A study was designed to explore a multidisciplinary team of nurses, paramedics, business and information technology staff and learning designers’ experiences designing a virtual simulation prototype.</div></div><div><h3>Method</h3><div>Participants contributed their reflections which were analysed thematically. Simulation best practices, design-based methods and constructivism informed the study design and the prototype build.</div></div><div><h3>Results</h3><div>Two themes, facing the reality of task complexities and Learning and adapting to advance the project describe team member experiences and serve to enhance interprofessional teams’ skills for designing virtual simulations.</div></div><div><h3>Conclusion</h3><div>The results illuminate key strategies to benefit interprofessional teams such as encouraging shared meaning and language, being solution-focused and being mindful of teams where one discipline is the majority.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"98 ","pages":"Article 101658"},"PeriodicalIF":3.4,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-26DOI: 10.1016/j.ecns.2024.101660
Sarah Rollison DNP, CRNA , Anne M. Sauri DNP, CRNA , Ramon L. Medina DNP, CRNA , Darlena G. Jones DNP, CRNA , Wuraola Olawole MS , Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN
Background
Medication errors in anaesthesia occur at alarming rates and can increase perioperative morbidity and mortality. Standardized nurse anaesthesiology curricula for medication preparation and administration do not exist; rather, most nurse anaesthesia programs rely on the trainee's former critical care nursing experience.
Methods
This research study utilized low-fidelity simulation-based education to provide education and hands-on skills practice in single dilution, double-dilution, and reconstitution of common aesthetic medications. Participants self-assessed medication safety knowledge and confidence presimulation, post simulation, and three weeks post simulation. A simulation checklist assessed participant performance of medication preparation tasks.
Results
Participants demonstrated confidence and competence in single-dilution and reconstitution activities. However, early-program simulation improved participant performance and confidence in double-dilution and medication calculations. Confidence remained improved over the 3-week postsimulation period.
Conclusions
Low-fidelity simulation is a simple, cost-effective method to improve anaesthesia trainee confidence and knowledge in advanced medication preparation skills.
{"title":"Medication safety simulation training for anesthesia professionals","authors":"Sarah Rollison DNP, CRNA , Anne M. Sauri DNP, CRNA , Ramon L. Medina DNP, CRNA , Darlena G. Jones DNP, CRNA , Wuraola Olawole MS , Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN","doi":"10.1016/j.ecns.2024.101660","DOIUrl":"10.1016/j.ecns.2024.101660","url":null,"abstract":"<div><h3>Background</h3><div>Medication errors in anaesthesia occur at alarming rates and can increase perioperative morbidity and mortality. Standardized nurse anaesthesiology curricula for medication preparation and administration do not exist; rather, most nurse anaesthesia programs rely on the trainee's former critical care nursing experience.</div></div><div><h3>Methods</h3><div>This research study utilized low-fidelity simulation-based education to provide education and hands-on skills practice in single dilution, double-dilution, and reconstitution of common aesthetic medications. Participants self-assessed medication safety knowledge and confidence presimulation, post simulation, and three weeks post simulation. A simulation checklist assessed participant performance of medication preparation tasks.</div></div><div><h3>Results</h3><div>Participants demonstrated confidence and competence in single-dilution and reconstitution activities. However, early-program simulation improved participant performance and confidence in double-dilution and medication calculations. Confidence remained improved over the 3-week postsimulation period.</div></div><div><h3>Conclusions</h3><div>Low-fidelity simulation is a simple, cost-effective method to improve anaesthesia trainee confidence and knowledge in advanced medication preparation skills.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"98 ","pages":"Article 101660"},"PeriodicalIF":3.4,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101652
Neil Harrison MMed , Susan Somerville PhD , Prashant Kumar MMed , Kathleen Collins MBChB
In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that “interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes.” We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.
{"title":"Re-Examining interprofessional simulation: Using social identity theory to explore the influence of ‘profession’ on interprofessional learning","authors":"Neil Harrison MMed , Susan Somerville PhD , Prashant Kumar MMed , Kathleen Collins MBChB","doi":"10.1016/j.ecns.2024.101652","DOIUrl":"10.1016/j.ecns.2024.101652","url":null,"abstract":"<div><div> In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that “<em>interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes</em>.” We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101652"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nurses are health workers who often interact with women exposed to violence first, making it essential for them to be competent in managing such cases, starting from their education.
Method
In this randomized controlled, single blind study, a pretest-posttest control group design was used. The intervention group received screen-based simulation training on IPVAW, while the control group received a 50-minute online lecture.
Results
There were significant differences between scale scores over time and between the groups, but not in the group-by-time interaction.
Conclusions
This study highlights screen-based simulations as effective tools for IPVAW education in nursing.
{"title":"Effects of screen-based simulation method on the attitudes and practices of nursing students regarding intimate partner violence: Randomized controlled trial","authors":"Gamze Ağartıoğlu Kundakçı PhD , Aynur Uysal Toraman PhD","doi":"10.1016/j.ecns.2024.101646","DOIUrl":"10.1016/j.ecns.2024.101646","url":null,"abstract":"<div><h3>Background</h3><div>Nurses are health workers who often interact with women exposed to violence first, making it essential for them to be competent in managing such cases, starting from their education.</div></div><div><h3>Method</h3><div>In this randomized controlled, single blind study, a pretest-posttest control group design was used. The intervention group received screen-based simulation training on IPVAW, while the control group received a 50-minute online lecture.</div></div><div><h3>Results</h3><div>There were significant differences between scale scores over time and between the groups, but not in the group-by-time interaction.</div></div><div><h3>Conclusions</h3><div>This study highlights screen-based simulations as effective tools for IPVAW education in nursing.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101646"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101655
Ghazal Hashemi BSc, MSc , Yao Zhang MSc , Yun Wu MSc MD , Wenjing He PhD , Lijun Sun MSc MD , How Lee RN, MN , Barbara Wilson-Keates RN, PhD , Bin Zheng MD PhD
Background
Nursing students often experience anxiety during their transition to real healthcare environments, primarily due to a lack of training with professionals from other specialties. We developed an interprofessional education (IPE) course for nursing students and surgical residents to refine their perioperative skills in a simulation environment. We quantified the impact of this IPE course on students' team performance.
Methods
Fifteen health participants, comprising five surgical residents and 10 nursing students, were organized into 10 interprofessional surgical teams. Each interdisciplinary team performed two open cholecystectomies in simulation, with a brief debriefing phase in between. Team performance and participants' perceptions of IPE training were surveyed. Video analysis identified collaborative behaviors, including anticipatory movements.
Results
Team performance score showed a significant improvement on the second trial, particularly among nursing students. Participants improved their attitudes and readiness regarding the IPE program. Interestingly, nursing students exhibited more anticipatory movements during the second trial, a behavioral improvement not observed in surgical residents.
Conclusion
Perioperative IPE training produce more pronounced improvement observed among nursing students after the debriefing phase.
{"title":"Perioperative inter-professional education training enhance team performance and readiness","authors":"Ghazal Hashemi BSc, MSc , Yao Zhang MSc , Yun Wu MSc MD , Wenjing He PhD , Lijun Sun MSc MD , How Lee RN, MN , Barbara Wilson-Keates RN, PhD , Bin Zheng MD PhD","doi":"10.1016/j.ecns.2024.101655","DOIUrl":"10.1016/j.ecns.2024.101655","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students often experience anxiety during their transition to real healthcare environments, primarily due to a lack of training with professionals from other specialties. We developed an interprofessional education (IPE) course for nursing students and surgical residents to refine their perioperative skills in a simulation environment. We quantified the impact of this IPE course on students' team performance.</div></div><div><h3>Methods</h3><div>Fifteen health participants, comprising five surgical residents and 10 nursing students, were organized into 10 interprofessional surgical teams. Each interdisciplinary team performed two open cholecystectomies in simulation, with a brief debriefing phase in between. Team performance and participants' perceptions of IPE training were surveyed. Video analysis identified collaborative behaviors, including anticipatory movements.</div></div><div><h3>Results</h3><div>Team performance score showed a significant improvement on the second trial, particularly among nursing students. Participants improved their attitudes and readiness regarding the IPE program. Interestingly, nursing students exhibited more anticipatory movements during the second trial, a behavioral improvement not observed in surgical residents.</div></div><div><h3>Conclusion</h3><div>Perioperative IPE training produce more pronounced improvement observed among nursing students after the debriefing phase.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101655"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nursing education should be adjusted to align with national health priorities. In this study, we examined how simulation-based education impacted nursing students' knowledge, skills, and approaches to natural childbirth, as well as their self-confidence, perceptions of positive birth, and educational satisfaction.
Methods
A total of 56 undergraduate nursing students were enrolled in this comparative, quasi-experimental, pre- and post-test designed study and were randomly assigned to a hybrid simulation (HS) or a video-model (VM) group.
Results
Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (p < .05). Natural birth knowledge levels significantly increased in both groups (p < .05). No significant differences in nursing students’ self-confidence and satisfaction levels were found between the two groups (p > .05).
Conclusion
HS improved nursing students’ natural birth approach skills and positively affected their perceptions. Simulation-based education may enhance maternity care practice. Simulation scenarios should be integrated into the nursing curriculum to provide comprehensive support for positive birth experiences.
{"title":"Effects of simulation-based education on nursing students’ perceptions of positive birth and natural birth approaches","authors":"Duygu Güleç Şatır , Şenay Ünsal Atan , Oya Kavlak , Gül Ertem , Hale Sezer , Figen Kazankaya , Sümeyye Tetik , Ruken Yağız Altıntaş , Selin Ahsun","doi":"10.1016/j.ecns.2024.101649","DOIUrl":"10.1016/j.ecns.2024.101649","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education should be adjusted to align with national health priorities. In this study, we examined how simulation-based education impacted nursing students' knowledge, skills, and approaches to natural childbirth, as well as their self-confidence, perceptions of positive birth, and educational satisfaction.</div></div><div><h3>Methods</h3><div>A total of 56 undergraduate nursing students were enrolled in this comparative, quasi-experimental, pre- and post-test designed study and were randomly assigned to a hybrid simulation (HS) or a video-model (VM) group.</div></div><div><h3>Results</h3><div>Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (<em>p</em> < .05). Natural birth knowledge levels significantly increased in both groups (<em>p</em> < .05). No significant differences in nursing students’ self-confidence and satisfaction levels were found between the two groups (<em>p</em> > .05).</div></div><div><h3>Conclusion</h3><div>HS improved nursing students’ natural birth approach skills and positively affected their perceptions. Simulation-based education may enhance maternity care practice. Simulation scenarios should be integrated into the nursing curriculum to provide comprehensive support for positive birth experiences.</div><div><strong>ClinicalTrials.gov</strong> Identifier: NCT06241443</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101649"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101653
Jennifer Dale-Tam RN, MSN, CNCC(c), CCSNE, CHSE
Background
Blood administration is a high-risk procedure. Simulation-based education has been shown to be an effective method of education for applying the knowledge and skills of high-risk procedures in a safe environment. Traditionally debriefings are done post scenario in simulation-based education, but some of the information that a learner and facilitator need to remember in a complex procedure can be forgotten when using this method.
Sample
A convenience sample of two nurse educators and 904 nurses provided feedback.
Method
This innovation report presents a blood transfusion simulation using the in-scenario debriefing method.
Results
The nurse educators found the in-scenario debriefing method easy to implement. The 904 nurses found this method to be effective in meeting their learning needs regarding blood transfusion administration.
Conclusion
The in-scenario debriefing was found to be an effective method of learning for blood transfusion over its four years of use at an academic based hospital.
{"title":"Breaking down blood transfusion administration: An in-scenario debriefing simulation","authors":"Jennifer Dale-Tam RN, MSN, CNCC(c), CCSNE, CHSE","doi":"10.1016/j.ecns.2024.101653","DOIUrl":"10.1016/j.ecns.2024.101653","url":null,"abstract":"<div><h3>Background</h3><div>Blood administration is a high-risk procedure. Simulation-based education has been shown to be an effective method of education for applying the knowledge and skills of high-risk procedures in a safe environment. Traditionally debriefings are done post scenario in simulation-based education, but some of the information that a learner and facilitator need to remember in a complex procedure can be forgotten when using this method.</div></div><div><h3>Sample</h3><div>A convenience sample of two nurse educators and 904 nurses provided feedback.</div></div><div><h3>Method</h3><div>This innovation report presents a blood transfusion simulation using the in-scenario debriefing method.</div></div><div><h3>Results</h3><div>The nurse educators found the in-scenario debriefing method easy to implement. The 904 nurses found this method to be effective in meeting their learning needs regarding blood transfusion administration.</div></div><div><h3>Conclusion</h3><div>The in-scenario debriefing was found to be an effective method of learning for blood transfusion over its four years of use at an academic based hospital.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101653"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101647
Sade Simmons MSN, AGNP-C, Marian Tabi PhD, RN, Estelle Bester PhD, RN, Joanne Zanetos DNP, FNP-BC
Background
Studies have shown there is an absence of telehealth education in nursing curricula.
Purpose
This study aimed to enhance the knowledge base of telehealth for undergraduate and graduate nursing students at two regional universities and prepare them for virtual care through didactic and standardized patient simulation.
Methods
A 90-minute educational session was offered. A pre- and post-test was used to determine the students’ knowledge before and after intervention.
Results
Forty students participated in the study. There was an improvement in test scores. A statistically significant difference in mean pre- and post-test scores was determined.
Conclusion
It is imperative to integrate telehealth into the nursing curricula to prepare students for using this modality in all care settings.
{"title":"Integrating telehealth into nursing education through standardized patient simulation","authors":"Sade Simmons MSN, AGNP-C, Marian Tabi PhD, RN, Estelle Bester PhD, RN, Joanne Zanetos DNP, FNP-BC","doi":"10.1016/j.ecns.2024.101647","DOIUrl":"10.1016/j.ecns.2024.101647","url":null,"abstract":"<div><h3>Background</h3><div>Studies have shown there is an absence of telehealth education in nursing curricula.</div></div><div><h3>Purpose</h3><div>This study aimed to enhance the knowledge base of telehealth for undergraduate and graduate nursing students at two regional universities and prepare them for virtual care through didactic and standardized patient simulation.</div></div><div><h3>Methods</h3><div>A 90-minute educational session was offered. A pre- and post-test was used to determine the students’ knowledge before and after intervention.</div></div><div><h3>Results</h3><div>Forty students participated in the study. There was an improvement in test scores. A statistically significant difference in mean pre- and post-test scores was determined.</div></div><div><h3>Conclusion</h3><div>It is imperative to integrate telehealth into the nursing curricula to prepare students for using this modality in all care settings.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101647"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-18DOI: 10.1016/j.ecns.2024.101643
Christina Von Colln-Appling PhD, MSN, RN, Nancy Barker EdD, MSN, RN, CHSE, Adrienne Wharry DNP, RN
Background
By 2030, the nursing profession will look vastly different (NAM, 2021). Nursing school curricula need to be strengthened so graduates are prepared to promote health equity, reduce health disparities, and improve healthcare (NAM, 2021).
Methods
This research examined the impact of a cultural diversity simulation set on nursing students' self-reported cultural competence. Using a quantitative pre-test post-test design, junior and senior level undergraduate prelicensure nursing students completed the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) before and after participating in two simulations centered around diversity.
Results
The results were analyzed using paired t test and Wilcoxon test. The analysis showed post-test scores (M = 3.07) increased from pre-test scores (M = 2.91).
Conclusion
Nursing students should be exposed to a diverse patient population to begin to build the essential skills necessary to care for all patients.
{"title":"Using a diversity, equity, and inclusion simulation set to promote cultural competence among nursing students","authors":"Christina Von Colln-Appling PhD, MSN, RN, Nancy Barker EdD, MSN, RN, CHSE, Adrienne Wharry DNP, RN","doi":"10.1016/j.ecns.2024.101643","DOIUrl":"10.1016/j.ecns.2024.101643","url":null,"abstract":"<div><h3>Background</h3><div>By 2030, the nursing profession will look vastly different (NAM, 2021). Nursing school curricula need to be strengthened so graduates are prepared to promote health equity, reduce health disparities, and improve healthcare (NAM, 2021).</div></div><div><h3>Methods</h3><div>This research examined the impact of a cultural diversity simulation set on nursing students' self-reported cultural competence. Using a quantitative pre-test post-test design, junior and senior level undergraduate prelicensure nursing students completed the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) before and after participating in two simulations centered around diversity.</div></div><div><h3>Results</h3><div>The results were analyzed using paired t test and Wilcoxon test. The analysis showed post-test scores (M = 3.07) increased from pre-test scores (M = 2.91).</div></div><div><h3>Conclusion</h3><div>Nursing students should be exposed to a diverse patient population to begin to build the essential skills necessary to care for all patients.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101643"},"PeriodicalIF":3.4,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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