Pub Date : 2025-11-01Epub Date: 2025-10-16DOI: 10.1016/j.ecns.2025.101839
Jayne Josephsen EdD
Affective competencies in person-centered care, communication, collaboration, and understanding others’ perspectives are needed by graduate nurses. Experiential learning is often used to develop affective competency, which can be challenging to deliver in the virtual learning environment (VLE). A virtual synchronous role-play (VSRP) simulation was developed focusing on affective competencies and delivered in an online course. Utilizing Zoom™, students recorded simulation participation and brief peer debriefing, followed by an individual reflection. Lessons learned included the need for detailed instructions and resources concerning timeframes, environmental expectations, and technology. Student feedback indicated the simulation contributed to affective competency development.
{"title":"Virtual synchronous role-play simulation pilot: Lessons and insights","authors":"Jayne Josephsen EdD","doi":"10.1016/j.ecns.2025.101839","DOIUrl":"10.1016/j.ecns.2025.101839","url":null,"abstract":"<div><div>Affective competencies in person-centered care, communication, collaboration, and understanding others’ perspectives are needed by graduate nurses. Experiential learning is often used to develop affective competency, which can be challenging to deliver in the virtual learning environment (VLE). A virtual synchronous role-play (VSRP) simulation was developed focusing on affective competencies and delivered in an online course. Utilizing Zoom™, students recorded simulation participation and brief peer debriefing, followed by an individual reflection. Lessons learned included the need for detailed instructions and resources concerning timeframes, environmental expectations, and technology. Student feedback indicated the simulation contributed to affective competency development.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101839"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321426","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 : 2025-11-01Epub Date: 2025-10-03DOI: 10.1016/j.ecns.2025.101807
Carley Jans RN, MTeach, PhD Candidate , Cherie Lucas PhD, BPharm , Tracy Levett-Jones RN, PhD
Background
The Metaverse is an emerging technological innovation with potential applications for healthcare education.
Aim
The objective of this systematic review was to evaluate the utilization, application, and effectiveness of the Metaverse in simulation-based nursing education.
Methods
A comprehensive search was conducted across eight electronic databases, yielding 32 studies that met the inclusion criteria. The studies, conducted between 2016 and 2023, were predominantly quantitative, with some employing mixed methods and qualitative approaches.
Findings
The review identified two main themes: learning outcomes and learner experiences. Learning outcomes included knowledge acquisition, clinical skill development, self-efficacy, confidence, and motivation. Use of Metaverse components, particularly virtual reality (VR), generally improved knowledge and technical skill acquisition, especially in areas such as infection control and neonatal resuscitation. Gains in nontechnical skills, including problem-solving and critical thinking, were also observed. However, evidence on motivation and confidence was mixed, with some studies reporting significant improvements and others finding no difference compared to traditional teaching methods. Learner experiences encompassed satisfaction, presence and immersion, usability, acceptability, and anxiety reduction. Learner satisfaction was consistently high, with VR perceived as visually appealing, interactive, and conducive to engaging learning environments. VR also enhanced presence and immersion, creating realistic and interactive simulations. Usability was typically rated as good, though challenges such as cybersickness were noted. Overall, participants viewed Metaverse technologies positively for their ability to create immersive, enjoyable, and effective learning experiences.
Conclusions
This review highlights the potential of the Metaverse in nursing education, particularly for enhancing learning outcomes and learner experiences. However, the lack of studies on the full application of the Metaverse, including social connectedness, suggests the need for further research to explore its comprehensive role in simulation-based learning.
{"title":"Utilization, application and effectiveness of metaverse in simulation-based nursing education: A systematic review","authors":"Carley Jans RN, MTeach, PhD Candidate , Cherie Lucas PhD, BPharm , Tracy Levett-Jones RN, PhD","doi":"10.1016/j.ecns.2025.101807","DOIUrl":"10.1016/j.ecns.2025.101807","url":null,"abstract":"<div><h3>Background</h3><div>The Metaverse is an emerging technological innovation with potential applications for healthcare education.</div></div><div><h3>Aim</h3><div>The objective of this systematic review was to evaluate the utilization, application, and effectiveness of the Metaverse in simulation-based nursing education.</div></div><div><h3>Methods</h3><div>A comprehensive search was conducted across eight electronic databases, yielding 32 studies that met the inclusion criteria. The studies, conducted between 2016 and 2023, were predominantly quantitative, with some employing mixed methods and qualitative approaches.</div></div><div><h3>Findings</h3><div>The review identified two main themes: learning outcomes and learner experiences. Learning outcomes included knowledge acquisition, clinical skill development, self-efficacy, confidence, and motivation. Use of Metaverse components, particularly virtual reality (VR), generally improved knowledge and technical skill acquisition, especially in areas such as infection control and neonatal resuscitation. Gains in nontechnical skills, including problem-solving and critical thinking, were also observed. However, evidence on motivation and confidence was mixed, with some studies reporting significant improvements and others finding no difference compared to traditional teaching methods. Learner experiences encompassed satisfaction, presence and immersion, usability, acceptability, and anxiety reduction. Learner satisfaction was consistently high, with VR perceived as visually appealing, interactive, and conducive to engaging learning environments. VR also enhanced presence and immersion, creating realistic and interactive simulations. Usability was typically rated as good, though challenges such as cybersickness were noted. Overall, participants viewed Metaverse technologies positively for their ability to create immersive, enjoyable, and effective learning experiences.</div></div><div><h3>Conclusions</h3><div>This review highlights the potential of the Metaverse in nursing education, particularly for enhancing learning outcomes and learner experiences. However, the lack of studies on the full application of the Metaverse, including social connectedness, suggests the need for further research to explore its comprehensive role in simulation-based learning.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101807"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221774","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}
Background: Traditional SBIRT (Screening, Brief Intervention, and Referral to Treatment) training is limited by subjective assessments and resource constraints. Integrating generative AI into simulation offers scalable, consistent, and objective learning for addressing substance use disorders. Method: A web-based AI-enabled SBIRT simulation using large language models was piloted with content experts to evaluate usability, content validity, and educational impact via mixed-methods feedback and survey analysis. Results: Most evaluators rated the simulation as highly relevant and natural, with enhanced consistency and accessibility. The platform was easy to use and improved therapeutic communication skills. Conclusion(s): Generative AI in SBIRT simulation increases training reliability, scalability, and learner engagement for healthcare providers.
{"title":"Generative AI in simulation-based SBIRT training: Enhancing content validity and educational impact","authors":"Nicole Kroll PhD, APRN, ANP-C, FNP-BC, PMHNP-BC , Lauren Thai MEd, CHSOS , Jinsil Hwaryoung Seo PhD , Mihir Sunil Godbole , Cindy Weston DNP, APRN, FNP-BC, CHSE, FNAP, FAANP, FAAN , Elizabeth Wells-Beede PhD, RN, C-EFM, CHSE-A, CNE, ACUE, FSSH, FAAN","doi":"10.1016/j.ecns.2025.101811","DOIUrl":"10.1016/j.ecns.2025.101811","url":null,"abstract":"<div><div>Background: Traditional SBIRT (Screening, Brief Intervention, and Referral to Treatment) training is limited by subjective assessments and resource constraints. Integrating generative AI into simulation offers scalable, consistent, and objective learning for addressing substance use disorders. Method: A web-based AI-enabled SBIRT simulation using large language models was piloted with content experts to evaluate usability, content validity, and educational impact via mixed-methods feedback and survey analysis. Results: Most evaluators rated the simulation as highly relevant and natural, with enhanced consistency and accessibility. The platform was easy to use and improved therapeutic communication skills. Conclusion(s): Generative AI in SBIRT simulation increases training reliability, scalability, and learner engagement for healthcare providers.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101811"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221849","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 : 2025-11-01Epub Date: 2025-10-08DOI: 10.1016/j.ecns.2025.101813
Claire Hayes PhD , Danielle Najm MPET , Vidanka Vasilevski PhD , Linda Sweet PhD , Louise Alexander PhD
Background
Domestic violence is a critical global health issue, and simulation-based learning is increasingly used to teach complex skills for domestic violence detection and intervention.
Objective
This scoping review aimed to explore simulation initiatives to raise awareness and improve responses to domestic violence in nursing and midwifery clinical and academic settings.
Methods
The review followed the Joanna Briggs Institute method and adhered to the PRISMA ScR checklist. Inter-rater reliability was established through independent screening by multiple reviewers, data extraction was conducted using a standardized form, and any discrepancies were resolved through discussion. Mixed Methods Appraisal Tool was utilized for formal quality assessment of included studies.
Data sources
Seven electronic databases were searched, including: EMBASE, Education Source, APA PsycINFO, CINAHL, Medline Complete, Scopus and Web of Science. Records published in English between January 1979 and December 1, 2024 were included.
Results
Ten studies met the inclusion criteria. Included studies were conducted in three countries, with eight conducted in the United States of America and the remaining two studies conducted in Spain and Mexico. Sample sizes varied from 20 to 140 participants. The thematic analysis revealed four main themes: confidence, knowledge, and skills in screening and responding to domestic violence; communication and interprofessional collaboration; simulation-based learning and reflection; and attitudes, beliefs, and challenges.
Conclusion
Domestic violence is a serious issue impacting societies globally. Nurses and midwives are well placed to identify and respond effectively to those with lived experience of DV. Simulation is a valuable tool in supporting this. To enhance preparedness, nursing and midwifery programs should integrate simulation-based learning more systematically, supported by ongoing evaluation and research to build more robust evidence base and guide best practices for implementation.
家庭暴力是一个重要的全球健康问题，基于模拟的学习越来越多地用于教授家庭暴力检测和干预的复杂技能。目的：本综述旨在探讨在护理和助产临床和学术环境中提高对家庭暴力的认识和改善反应的模拟举措。方法采用Joanna Briggs研究所的方法，按照PRISMA ScR检查表进行评估。评估者间信度通过多名审稿人的独立筛选建立，数据提取采用标准化表格，任何差异通过讨论解决。采用混合方法评价工具对纳入的研究进行正式的质量评价。检索了EMBASE、Education Source、APA PsycINFO、CINAHL、Medline Complete、Scopus和Web of Science等7个电子数据库。其中包括1979年1月至2024年12月1日期间用英语发布的记录。结果10项研究符合纳入标准。纳入的研究在三个国家进行，其中八项在美利坚合众国进行，其余两项在西班牙和墨西哥进行。样本量从20人到140人不等。专题分析揭示了四个主题：甄别和应对家庭暴力的信心、知识和技能；沟通和跨专业合作；基于模拟的学习与反思；态度，信念和挑战。结论家庭暴力是影响全球社会的严重问题。护士和助产士可以很好地识别和有效地应对那些有家庭暴力生活经历的人。模拟是支持这一点的一个有价值的工具。为了加强准备，护理和助产项目应更系统地整合基于模拟的学习，并在持续的评估和研究的支持下，建立更强大的证据基础，并指导最佳实践的实施。
{"title":"Simulation-Based Education for Domestic Violence Detection and Response in Nursing and Midwifery: A Scoping Review","authors":"Claire Hayes PhD , Danielle Najm MPET , Vidanka Vasilevski PhD , Linda Sweet PhD , Louise Alexander PhD","doi":"10.1016/j.ecns.2025.101813","DOIUrl":"10.1016/j.ecns.2025.101813","url":null,"abstract":"<div><h3>Background</h3><div>Domestic violence is a critical global health issue, and simulation-based learning is increasingly used to teach complex skills for domestic violence detection and intervention.</div></div><div><h3>Objective</h3><div>This scoping review aimed to explore simulation initiatives to raise awareness and improve responses to domestic violence in nursing and midwifery clinical and academic settings.</div></div><div><h3>Methods</h3><div>The review followed the Joanna Briggs Institute method and adhered to the PRISMA ScR checklist. Inter-rater reliability was established through independent screening by multiple reviewers, data extraction was conducted using a standardized form, and any discrepancies were resolved through discussion. Mixed Methods Appraisal Tool was utilized for formal quality assessment of included studies.</div></div><div><h3>Data sources</h3><div>Seven electronic databases were searched, including: EMBASE, Education Source, APA PsycINFO, CINAHL, Medline Complete, Scopus and Web of Science. Records published in English between January 1979 and December 1, 2024 were included.</div></div><div><h3>Results</h3><div>Ten studies met the inclusion criteria. Included studies were conducted in three countries, with eight conducted in the United States of America and the remaining two studies conducted in Spain and Mexico. Sample sizes varied from 20 to 140 participants. The thematic analysis revealed four main themes: confidence, knowledge, and skills in screening and responding to domestic violence; communication and interprofessional collaboration; simulation-based learning and reflection; and attitudes, beliefs, and challenges.</div></div><div><h3>Conclusion</h3><div>Domestic violence is a serious issue impacting societies globally. Nurses and midwives are well placed to identify and respond effectively to those with lived experience of DV. Simulation is a valuable tool in supporting this. To enhance preparedness, nursing and midwifery programs should integrate simulation-based learning more systematically, supported by ongoing evaluation and research to build more robust evidence base and guide best practices for implementation.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101813"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269069","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 : 2025-11-01Epub Date: 2025-10-11DOI: 10.1016/j.ecns.2025.101835
Kathy J. Roth PhD, Stacy Phillips DNP, Nikole Kelly MSN, Seana Ralph MSN
Background
Nursing simulation faculty identified a need to create a standardized prebriefing template with important components of prebriefing for use with every simulation.
Methods
The International Nursing Association for Clinical Simulation in Learning Healthcare Simulation Standards of Best Practice, Prebriefing was utilized to create a template ensuring simulation-based experiences follow best practices.
Results
After implementation of the modified prebriefing template, results demonstrated that students are consistently meeting the simulation objectives and are able to translate learning into future practice.
Conclusion
Utilizing a standardized template for prebriefing prepares and engages nursing students in simulation-based experiences, which facilitates greater real-world application in nursing practice.
{"title":"A structured approach to prebriefing in nursing simulation education: Setting the stage for effective learning","authors":"Kathy J. Roth PhD, Stacy Phillips DNP, Nikole Kelly MSN, Seana Ralph MSN","doi":"10.1016/j.ecns.2025.101835","DOIUrl":"10.1016/j.ecns.2025.101835","url":null,"abstract":"<div><h3>Background</h3><div>Nursing simulation faculty identified a need to create a standardized prebriefing template with important components of prebriefing for use with every simulation.</div></div><div><h3>Methods</h3><div>The International Nursing Association for Clinical Simulation in Learning Healthcare Simulation Standards of Best Practice, Prebriefing was utilized to create a template ensuring simulation-based experiences follow best practices.</div></div><div><h3>Results</h3><div>After implementation of the modified prebriefing template, results demonstrated that students are consistently meeting the simulation objectives and are able to translate learning into future practice.</div></div><div><h3>Conclusion</h3><div>Utilizing a standardized template for prebriefing prepares and engages nursing students in simulation-based experiences, which facilitates greater real-world application in nursing practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101835"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269070","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 : 2025-11-01Epub Date: 2025-10-16DOI: 10.1016/j.ecns.2025.101831
D.A. Díaz PhD , M. Anderson PhD , F. Guido-Sanz PhD , S. Talbert PhD , A. Medina-Rodriguez BS , A. Marano MSN , M.M. Lino PhD
Background
Obstetric (OB) education faces challenges due to limited clinical placements and observation-only opportunities. Simulation-based experiences (SBE) can help bridge these gaps, providing realistic scenarios to enhance nursing students' understanding. Although Augmented Reality (AR) holds promise in nursing education, limited research evaluates its impact on OB content.
Aim
To evaluate completion time, post-simulation knowledge, perceived effectiveness, and side effects.
Methods
A post-test-only descriptive design was used with 119 prelicensure nursing students in a maternal/child course. Participants completed AR simulation scenarios of normal delivery and postpartum hemorrhage. Data collection included a researcher developed Knowledge Test, the simulation effectiveness tool-modified (SET-M) effectiveness tool-modifieas used with 11reality sickness questionnaire (VRSQ), and open-ended questions.
Results
Most students (94%) found the AR simulation beneficial prior to clinicals. The average post-simulation knowledge score was 7.95/10. SET-M results indicated an effective learning experience. VRSQ scores revealed mild oculomotor symptoms. No data could be analyzed for completion time or open-ended responses.
Conclusions
AR-enhanced Simulation-based experiences (SBE) is a valuable tool in OB education and may help address knowledge gaps. Further research is needed to explore its broader educational impact.
{"title":"Enhancing maternal/child content with augmented reality during simulation-based education: A study with prelicensure nursing students","authors":"D.A. Díaz PhD , M. Anderson PhD , F. Guido-Sanz PhD , S. Talbert PhD , A. Medina-Rodriguez BS , A. Marano MSN , M.M. Lino PhD","doi":"10.1016/j.ecns.2025.101831","DOIUrl":"10.1016/j.ecns.2025.101831","url":null,"abstract":"<div><h3>Background</h3><div>Obstetric (OB) education faces challenges due to limited clinical placements and observation-only opportunities. Simulation-based experiences (SBE) can help bridge these gaps, providing realistic scenarios to enhance nursing students' understanding. Although Augmented Reality (AR) holds promise in nursing education, limited research evaluates its impact on OB content.</div></div><div><h3>Aim</h3><div>To evaluate completion time, post-simulation knowledge, perceived effectiveness, and side effects.</div></div><div><h3>Methods</h3><div>A post-test-only descriptive design was used with 119 prelicensure nursing students in a maternal/child course. Participants completed AR simulation scenarios of normal delivery and postpartum hemorrhage. Data collection included a researcher developed Knowledge Test, the simulation effectiveness tool-modified (SET-M) effectiveness tool-modifieas used with 11reality sickness questionnaire (VRSQ), and open-ended questions.</div></div><div><h3>Results</h3><div>Most students (94%) found the AR simulation beneficial prior to clinicals. The average post-simulation knowledge score was 7.95/10. SET-M results indicated an effective learning experience. VRSQ scores revealed mild oculomotor symptoms. No data could be analyzed for completion time or open-ended responses.</div></div><div><h3>Conclusions</h3><div>AR-enhanced Simulation-based experiences (SBE) is a valuable tool in OB education and may help address knowledge gaps. Further research is needed to explore its broader educational impact.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101831"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321429","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 : 2025-10-01Epub Date: 2025-09-17DOI: 10.1016/j.ecns.2025.101806
Carrie Miller PhD, RN, CHSE-A, IBCLC, FAAN, Laura Larsson PhD, MPH, RN, FAAN, Annika Lawrence, Leigh Sturges MS, Susan Wallace Raph DNP, RN, NEA-BC
Background
Educational pedagogical modalities have shifted recently. The Clinical Learning Environment Comparison Survey (CLECS 2.0) offers insights into the impact of nursing education modalities and their influence in preparing nursing students for the transition to practice. The research team explored traditional clinical experiences and the use of simulation, in-person/face-to-face simulation, and screen-based simulation in the transition-to-practice for nursing students six months or more after graduation.
Methods
The CLECS 2.0, a quantitative research survey research approach, was utilized to compare traditional clinical experiences and simulated learning opportunities for postgraduate nursing students. Using the Qualtrics survey, 261 novice nurses were recruited via email solicitation.
Results
Nursing graduates were surveyed at least six months postgraduation. Ninety participants completed the survey, all respondents were exposed to traditional clinical experiences, face-to-face simulation and screen-based simulation. Results suggest students felt traditional clinical experiences were the most beneficial, followed by in-person simulation, with the lowest overall scores in screen-based simulation.
Conclusion
Novice nurses identified traditional clinical and face-to-face simulation-based learning experiences as influential factors in the transition to practice readiness. Screen-based simulations lacked applicability to practice readiness but were helpful in developing critical thinking.
{"title":"Exploring three modalities of clinical education for prelicensure nursing students and the impact on transition to practice in rural settings","authors":"Carrie Miller PhD, RN, CHSE-A, IBCLC, FAAN, Laura Larsson PhD, MPH, RN, FAAN, Annika Lawrence, Leigh Sturges MS, Susan Wallace Raph DNP, RN, NEA-BC","doi":"10.1016/j.ecns.2025.101806","DOIUrl":"10.1016/j.ecns.2025.101806","url":null,"abstract":"<div><h3>Background</h3><div>Educational pedagogical modalities have shifted recently. The Clinical Learning Environment Comparison Survey (CLECS 2.0) offers insights into the impact of nursing education modalities and their influence in preparing nursing students for the transition to practice. The research team explored traditional clinical experiences and the use of simulation, in-person/face-to-face simulation, and screen-based simulation in the transition-to-practice for nursing students six months or more after graduation.</div></div><div><h3>Methods</h3><div>The CLECS 2.0, a quantitative research survey research approach, was utilized to compare traditional clinical experiences and simulated learning opportunities for postgraduate nursing students. Using the Qualtrics survey, 261 novice nurses were recruited via email solicitation.</div></div><div><h3>Results</h3><div>Nursing graduates were surveyed at least six months postgraduation. Ninety participants completed the survey, all respondents were exposed to traditional clinical experiences, face-to-face simulation and screen-based simulation. Results suggest students felt traditional clinical experiences were the most beneficial, followed by in-person simulation, with the lowest overall scores in screen-based simulation.</div></div><div><h3>Conclusion</h3><div>Novice nurses identified traditional clinical and face-to-face simulation-based learning experiences as influential factors in the transition to practice readiness. Screen-based simulations lacked applicability to practice readiness but were helpful in developing critical thinking.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"107 ","pages":"Article 101806"},"PeriodicalIF":2.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145096380","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 : 2025-10-01Epub Date: 2025-09-09DOI: 10.1016/j.ecns.2025.101804
Virginia Oates DNP, RN , Daniel McWeeney DNP, FNP-C, RN , Mary T. Hickey Ed.D., WHNP-BC, FNP-BC, RN
Background
Healthcare disparities related to sexual orientation and gender identity are inconsistently addressed in nursing education, limiting cultural sensitivity and communication skills in LGBTQIA+ patient care.
Methods
A role-play simulation was conducted with BSN students to enhance sexual health histories, utilizing theater students as LGBTQIA+ Standardized Patients (SPs).
Results
Students gave positive feedback on real-time input from SPs, which enabled them to reflect on their communication skills when taking sexual health histories from LGBTQIA+ patients.
Conclusions
The program offered BSN students in health assessment courses opportunities to practice communication skills and develop inclusivity for the diverse needs of LGBTQIA+ patients.
{"title":"Improving baccalaureate nursing students’ cultural sensitivity with LGBTQIA+ patients using theater students as standardized patients","authors":"Virginia Oates DNP, RN , Daniel McWeeney DNP, FNP-C, RN , Mary T. Hickey Ed.D., WHNP-BC, FNP-BC, RN","doi":"10.1016/j.ecns.2025.101804","DOIUrl":"10.1016/j.ecns.2025.101804","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare disparities related to sexual orientation and gender identity are inconsistently addressed in nursing education, limiting cultural sensitivity and communication skills in LGBTQIA+ patient care.</div></div><div><h3>Methods</h3><div>A role-play simulation was conducted with BSN students to enhance sexual health histories, utilizing theater students as LGBTQIA+ Standardized Patients (SPs).</div></div><div><h3>Results</h3><div>Students gave positive feedback on real-time input from SPs, which enabled them to reflect on their communication skills when taking sexual health histories from LGBTQIA+ patients.</div></div><div><h3>Conclusions</h3><div>The program offered BSN students in health assessment courses opportunities to practice communication skills and develop inclusivity for the diverse needs of LGBTQIA+ patients.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"107 ","pages":"Article 101804"},"PeriodicalIF":2.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019418","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 : 2025-10-01Epub Date: 2025-09-13DOI: 10.1016/j.ecns.2025.101808
W. Travis McCall PhD, APRN, CCP, Eric S. Hall MSN, RN, NI-BC, CSSWB
Background
Competencies and knowledge of practice standards identify that advanced practice nurse education should include the delivery of care to patients affected by disaster events and public health emergencies.
Methods
A mass casualty incident simulation utilizing high-fidelity manikins, low-fidelity manikins, and standardized patients was implemented to benefit the education and preparation of emergency nurse practitioner students.
Results
Learners provided positive quantitative and qualitative feedback about the simulation and debriefing activities.
Conclusion
The simulation was determined to be valuable in the education of emergency nurse practitioner students. The inclusion of a grounding exercise and a discussion of the identification and use of mental health resources following such events were beneficial for learners.
{"title":"Implementation and evaluation of a mass casualty incident simulation for emergency nurse practitioner students","authors":"W. Travis McCall PhD, APRN, CCP, Eric S. Hall MSN, RN, NI-BC, CSSWB","doi":"10.1016/j.ecns.2025.101808","DOIUrl":"10.1016/j.ecns.2025.101808","url":null,"abstract":"<div><h3>Background</h3><div>Competencies and knowledge of practice standards identify that advanced practice nurse education should include the delivery of care to patients affected by disaster events and public health emergencies.</div></div><div><h3>Methods</h3><div>A mass casualty incident simulation utilizing high-fidelity manikins, low-fidelity manikins, and standardized patients was implemented to benefit the education and preparation of emergency nurse practitioner students.</div></div><div><h3>Results</h3><div>Learners provided positive quantitative and qualitative feedback about the simulation and debriefing activities.</div></div><div><h3>Conclusion</h3><div>The simulation was determined to be valuable in the education of emergency nurse practitioner students. The inclusion of a grounding exercise and a discussion of the identification and use of mental health resources following such events were beneficial for learners.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"107 ","pages":"Article 101808"},"PeriodicalIF":2.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050095","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}
Involving service users as standardized patients in mental health simulation enhances the authenticity of learning and fosters recovery-oriented, person-centered nursing values. This study explored nursing students’ experiences of a simulation involving a person with lived experience of mental illness as a standardized patient.
Methods
A simulation scenario depicting a patient with schizophrenia who refused medication due to delusions and auditory hallucinations was implemented. A trained service user acted as a standardized patient. Eighty-nine fourth-year nursing students participated and submitted written reflections. Data were analyzed using inductive content analysis.
Results
Three main themes emerged: (a) learning effectiveness enhanced by realistic situations, (b) challenges arising from unfamiliar and innovative instructional approaches, and (c) growing a caring attitude. Reflections revealed increased empathy toward individuals with mental illness, strengthening students’ commitment to compassionate care.
Conclusion
Involving service users as standardized patients in mental health simulations can bridge the gap between theoretical learning and real-world practice, enriching mental health nursing education.
{"title":"“It felt real”: Nursing students’ experiences of mental health simulation utilizing service users as standardized patients","authors":"Jiyoung Kim PMH-APN, PhD , Suyoun Ahn RN, PhD , Jaewon Joung PMH-APN, PhD","doi":"10.1016/j.ecns.2025.101794","DOIUrl":"10.1016/j.ecns.2025.101794","url":null,"abstract":"<div><h3>Background</h3><div>Involving service users as standardized patients in mental health simulation enhances the authenticity of learning and fosters recovery-oriented, person-centered nursing values. This study explored nursing students’ experiences of a simulation involving a person with lived experience of mental illness as a standardized patient.</div></div><div><h3>Methods</h3><div>A simulation scenario depicting a patient with schizophrenia who refused medication due to delusions and auditory hallucinations was implemented. A trained service user acted as a standardized patient. Eighty-nine fourth-year nursing students participated and submitted written reflections. Data were analyzed using inductive content analysis.</div></div><div><h3>Results</h3><div>Three main themes emerged: (a) learning effectiveness enhanced by realistic situations, (b) challenges arising from unfamiliar and innovative instructional approaches, and (c) growing a caring attitude. Reflections revealed increased empathy toward individuals with mental illness, strengthening students’ commitment to compassionate care.</div></div><div><h3>Conclusion</h3><div>Involving service users as standardized patients in mental health simulations can bridge the gap between theoretical learning and real-world practice, enriching mental health nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"107 ","pages":"Article 101794"},"PeriodicalIF":2.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144917920","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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