Despite the importance of online simulation in nursing education, limited knowledge exists about its use. This study explores the readiness of nursing faculty to use online simulation individually and organizationally. This exploration is essential to enhance the use of this innovative method.
Methods
The study collected data on nursing faculty's perceptions of their readiness to teach online simulation. Participants completed an online survey with two parts: demographic and open-ended questions. The Simulation Culture Organizational Scale Survey (SCORS) measured their organization's readiness for online simulation integration.
Results
The study, which surveyed experienced nursing faculty from baccalaureate programs, revealed a positive perception of their readiness to use online simulation in nursing education. The findings, particularly the favorable SCORS score, indicate a promising outlook for integrating online simulation.
Conclusion
Academic institutions must prioritize preparing faculty and ensuring organizational readiness to integrate online simulation into nursing education to meet the high demand for nurses in the future.
{"title":"Exploring nursing faculty perceived individual and organizational readiness to use online simulation as a teaching strategy","authors":"Luz-Patricia Torres PhD, RNC-OB , Genevieve Zipp PT, EdD, FNAP","doi":"10.1016/j.ecns.2024.101633","DOIUrl":"10.1016/j.ecns.2024.101633","url":null,"abstract":"<div><h3>Introduction</h3><div>Despite the importance of online simulation in nursing education, limited knowledge exists about its use. This study explores the readiness of nursing faculty to use online simulation individually and organizationally. This exploration is essential to enhance the use of this innovative method.</div></div><div><h3>Methods</h3><div>The study collected data on nursing faculty's perceptions of their readiness to teach online simulation. Participants completed an online survey with two parts: demographic and open-ended questions. The Simulation Culture Organizational Scale Survey (SCORS) measured their organization's readiness for online simulation integration.</div></div><div><h3>Results</h3><div>The study, which surveyed experienced nursing faculty from baccalaureate programs, revealed a positive perception of their readiness to use online simulation in nursing education. The findings, particularly the favorable SCORS score, indicate a promising outlook for integrating online simulation.</div></div><div><h3>Conclusion</h3><div>Academic institutions must prioritize preparing faculty and ensuring organizational readiness to integrate online simulation into nursing education to meet the high demand for nurses in the future.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101633"},"PeriodicalIF":3.4,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660431","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}
Handoff extends to non-nurses in the form of interprofessional communication, which is a competency for interprofessional collaborative practice. While occupational therapists (OTs) routinely communicate with registered nurses (RNs), neither profession is formally trained on interprofessional communication techniques.
Sample
Baccalaureate RN students and doctoral OT students from a midwestern, public US university (n = 72).
Method
This innovative communication education (ICE) examined the influence of simulation-enhanced interprofessional education (Sim-IPE) on interprofessional communication (specifically handoff) among RN and OT students. Handoff accuracy and participants’ self-efficacy for competence in collaborative practice behaviors (CPBs) were evaluated.
Results
Interprofessional handoff accuracy improved from pre innovation to post innovation, and changes in CPBs were noted in each interprofessional domain after participation in two Sim-IPE experiences.
Conclusion
This innovative communication education can serve as a tool for interprofessional educators to integrate into their academic curricula, potentially improving interprofessional communication competency as students transition into clinical practice.
{"title":"Simulated interprofessional handoff among nursing and occupational therapy students: Determining students’ self-efficacy for collaborative practice","authors":"Kathryn Vanderzwan DNP, APRN, ACNP-BC, CHSE , Katie Stephens DNP, APRN, AG-ACNP-BC, FNP-C , Katharine Preissner EdD, OTR/L, FAOTA , Susan Kilroy PhD, RN, CHSE","doi":"10.1016/j.ecns.2024.101637","DOIUrl":"10.1016/j.ecns.2024.101637","url":null,"abstract":"<div><h3>Background</h3><div>Handoff extends to non-nurses in the form of interprofessional communication, which is a competency for interprofessional collaborative practice. While occupational therapists (OTs) routinely communicate with registered nurses (RNs), neither profession is formally trained on interprofessional communication techniques.</div></div><div><h3>Sample</h3><div>Baccalaureate RN students and doctoral OT students from a midwestern, public US university (n = 72).</div></div><div><h3>Method</h3><div>This innovative communication education (ICE) examined the influence of simulation-enhanced interprofessional education (Sim-IPE) on interprofessional communication (specifically handoff) among RN and OT students. Handoff accuracy and participants’ self-efficacy for competence in collaborative practice behaviors (CPBs) were evaluated.</div></div><div><h3>Results</h3><div>Interprofessional handoff accuracy improved from pre innovation to post innovation, and changes in CPBs were noted in each interprofessional domain after participation in two Sim-IPE experiences.</div></div><div><h3>Conclusion</h3><div>This innovative communication education can serve as a tool for interprofessional educators to integrate into their academic curricula, potentially improving interprofessional communication competency as students transition into clinical practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101637"},"PeriodicalIF":3.4,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660321","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 : 2024-11-11DOI: 10.1016/j.ecns.2024.101648
Laura Vogelsang RN, PhD , Sheri Wright RN, MEd , Tracie Risling RN, PhD , Anthony de Padua RN, PhD , Donald Leidl RN, EdD , Jay Wilson EdD , David Thompson RN, PhD
Background
Virtual reality is an emerging technology for nursing education. This technology can provide visual, motor, and auditory immersion into a virtual environment, thereby mimicking reality. Virtual reality may be an effective pedagogical tool for nursing educators to meet the learning needs of nursing students.
Objective
The aim of this scoping review was to map the existing literature on the use of immersive virtual reality implemented within nursing education programs with nursing students.
Design
Scoping review following established methodology.
Data sources
A database search of ERIC (OVID), Medline (OVID), PubMed, Web of Science, and CINAHL Plus with Full Text, and Nursing and Allied Health Database. Records published between January 2010 and August 2022.
Review methods
Two reviewers independently screened titles and abstracts of 2115 articles. Fourteen articles were included in this scoping review.
Results
Five major themes were identified in the thematic analysis: Self-confidence, Skill acquisition, Improved learning outcomes, Perspective taking, and Promoting engagement. Immersive virtual reality is being utilized in a variety of clinical settings and with different intended purposes. Most virtual reality research is focused on end-user satisfaction and perceptions of usability.
Conclusions
This scoping review provides a comprehensive understanding of the use of immersive virtual reality within nursing education. There is a range of definitions of virtual reality utilized within nursing literature. Further research is necessary to study this growing area of technology for nursing education.
{"title":"Exploring the use of immersive virtual reality in nursing education: A scoping review","authors":"Laura Vogelsang RN, PhD , Sheri Wright RN, MEd , Tracie Risling RN, PhD , Anthony de Padua RN, PhD , Donald Leidl RN, EdD , Jay Wilson EdD , David Thompson RN, PhD","doi":"10.1016/j.ecns.2024.101648","DOIUrl":"10.1016/j.ecns.2024.101648","url":null,"abstract":"<div><h3>Background</h3><div>Virtual reality is an emerging technology for nursing education. This technology can provide visual, motor, and auditory immersion into a virtual environment, thereby mimicking reality. Virtual reality may be an effective pedagogical tool for nursing educators to meet the learning needs of nursing students.</div></div><div><h3>Objective</h3><div>The aim of this scoping review was to map the existing literature on the use of immersive virtual reality implemented within nursing education programs with nursing students.</div></div><div><h3>Design</h3><div>Scoping review following established methodology.</div></div><div><h3>Data sources</h3><div>A database search of ERIC (OVID), Medline (OVID), PubMed, Web of Science, and CINAHL Plus with Full Text, and Nursing and Allied Health Database. Records published between January 2010 and August 2022.</div></div><div><h3>Review methods</h3><div>Two reviewers independently screened titles and abstracts of 2115 articles. Fourteen articles were included in this scoping review.</div></div><div><h3>Results</h3><div>Five major themes were identified in the thematic analysis: Self-confidence, Skill acquisition, Improved learning outcomes, Perspective taking, and Promoting engagement. Immersive virtual reality is being utilized in a variety of clinical settings and with different intended purposes. Most virtual reality research is focused on end-user satisfaction and perceptions of usability.</div></div><div><h3>Conclusions</h3><div>This scoping review provides a comprehensive understanding of the use of immersive virtual reality within nursing education. There is a range of definitions of virtual reality utilized within nursing literature. Further research is necessary to study this growing area of technology for nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101648"},"PeriodicalIF":3.4,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660319","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 : 2024-11-08DOI: 10.1016/j.ecns.2024.101644
Joshua Johnson BSc , Sara Hansen MSN , Luke Hopper PhD , Jessica Watson BSc, BCI , Sean Cashman BA , Wyatt De Souza BCom , Brennen Mills PhD
Background
Nursing students attending clinical placement encounter similar exposure to aggression and violence as qualified clinicians. Universities encounter barriers in aggression and violence management education delivery due to resourcing and time requirements. Immersive Virtual Reality (IVR) education may reduce barriers while maintaining comparable learning outcomes to face-to-face simulation-based education.
Method
Nursing students (n = 72), recruited from one public university in Perth, Western Australia, completed a 15-20 minute IVR education program. Pre-, post-, and 4-month post-intervention questionnaires investigated self-reported confidence. Cross-sectional data were collected for system usability and motion sickness.
Results
Significant differences in self-reported confidence were observed (p < .001, partial η2 = 0.53), with large improvements from pre- to post-intervention (p < .001, d = 1.21) and follow-up (p < .001, d = 1.25). Cross-sectional data indicated the program is easy to use and incurs negligible motion sickness.
Conclusion
IVR can deliver effective aggression and violence education for nursing students. The short duration, high usability, and persistence of confidence improvements over time indicate potential for IVR to support current nursing education practices.
{"title":"Immersive virtual reality aggression and violence management education for nursing students: A pre-test, post-test, follow-up evaluation","authors":"Joshua Johnson BSc , Sara Hansen MSN , Luke Hopper PhD , Jessica Watson BSc, BCI , Sean Cashman BA , Wyatt De Souza BCom , Brennen Mills PhD","doi":"10.1016/j.ecns.2024.101644","DOIUrl":"10.1016/j.ecns.2024.101644","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students attending clinical placement encounter similar exposure to aggression and violence as qualified clinicians. Universities encounter barriers in aggression and violence management education delivery due to resourcing and time requirements. Immersive Virtual Reality (IVR) education may reduce barriers while maintaining comparable learning outcomes to face-to-face simulation-based education.</div></div><div><h3>Method</h3><div>Nursing students (n = 72), recruited from one public university in Perth, Western Australia, completed a 15-20 minute IVR education program. Pre-, post-, and 4-month post-intervention questionnaires investigated self-reported confidence. Cross-sectional data were collected for system usability and motion sickness.</div></div><div><h3>Results</h3><div>Significant differences in self-reported confidence were observed (<em>p</em> < .001, partial η2 = 0.53), with large improvements from pre- to post-intervention (<em>p</em> < .001, <em>d</em> = 1.21) and follow-up (<em>p</em> < .001, <em>d</em> = 1.25). Cross-sectional data indicated the program is easy to use and incurs negligible motion sickness.</div></div><div><h3>Conclusion</h3><div>IVR can deliver effective aggression and violence education for nursing students. The short duration, high usability, and persistence of confidence improvements over time indicate potential for IVR to support current nursing education practices.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101644"},"PeriodicalIF":3.4,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660430","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 : 2024-11-07DOI: 10.1016/j.ecns.2024.101645
Hyeongyeong Yoon PhD, RN
Background
This study examined the effectiveness of using 3D virtual anatomy simulation on the perceived learning achievement, satisfaction, and flow state of nursing students.
Methods
In this quasi-experimental study conducted with undergraduate nursing students, the experimental group underwent a five-week 3D virtual anatomy simulation program, while both the experimental and control groups attended the same pathophysiology classes. Data were collected through surveys.
Results
Perceived learning achievement (t = 4.25, p = .001), satisfaction (t = 3.87, p < .001), and flow state (t = 5.11, p < .001) were statistically significantly higher in the experimental group.
Conclusions
3D virtual cadaveric simulation may be effective for enhancing nursing students’ perceived learning achievement, satisfaction, and flow state.
{"title":"The effectiveness of 3D cadaver simulation learning on the perceived learning achievement, satisfaction, and flow state of nursing students","authors":"Hyeongyeong Yoon PhD, RN","doi":"10.1016/j.ecns.2024.101645","DOIUrl":"10.1016/j.ecns.2024.101645","url":null,"abstract":"<div><h3>Background</h3><div>This study examined the effectiveness of using 3D virtual anatomy simulation on the perceived learning achievement, satisfaction, and flow state of nursing students.</div></div><div><h3>Methods</h3><div>In this quasi-experimental study conducted with undergraduate nursing students, the experimental group underwent a five-week 3D virtual anatomy simulation program, while both the experimental and control groups attended the same pathophysiology classes. Data were collected through surveys.</div></div><div><h3>Results</h3><div>Perceived learning achievement (t = 4.25, <em>p</em> = .001), satisfaction (t = 3.87, <em>p</em> < .001), and flow state (t = 5.11, <em>p</em> < .001) were statistically significantly higher in the experimental group.</div></div><div><h3>Conclusions</h3><div>3D virtual cadaveric simulation may be effective for enhancing nursing students’ perceived learning achievement, satisfaction, and flow state.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101645"},"PeriodicalIF":3.4,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660429","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 : 2024-11-07DOI: 10.1016/j.ecns.2024.101642
Amy Rohn DNP, MSN, RN, David B. Vander Ark DNP, MSN, RN, PMH-BC, Christina Quick DNP, APRN, CPNP-AC/PC, CHSE
Background
Adverse Childhood Experiences (ACEs) are prevalent in the United States, significantly impacting public health and well-being. Despite calls for integrating ACEs education into nursing programs, limited evidence exists on effective methods. This study addresses this gap by employing didactic and simulation-based education to teach baccalaureate nursing students about ACEs and Trauma-Informed Care (TIC).
Methods
This longitudinal quasi-experimental study examined the impact of integrating ACEs education into theory and high-fidelity simulation experiences. Students progressed from foundational ACEs knowledge to advanced topics, engaging with simulated patients.
Results
Significant improvements in ACEs knowledge were observed across various domains, including awareness and prevention, resilience, and informing policy. Self-assessment responses also indicated improved understanding. The study demonstrated the reliability of the survey instrument (Cronbach's alpha = 0.89).
Conclusion
Integrating ACEs education through didactic and simulation approaches in nursing education enhances students' knowledge and understanding of the adverse effects of childhood trauma.
{"title":"Using simulation for cross-curricular integration of adverse childhood experiences knowledge in a baccalaureate nursing program","authors":"Amy Rohn DNP, MSN, RN, David B. Vander Ark DNP, MSN, RN, PMH-BC, Christina Quick DNP, APRN, CPNP-AC/PC, CHSE","doi":"10.1016/j.ecns.2024.101642","DOIUrl":"10.1016/j.ecns.2024.101642","url":null,"abstract":"<div><h3>Background</h3><div>Adverse Childhood Experiences (ACEs) are prevalent in the United States, significantly impacting public health and well-being. Despite calls for integrating ACEs education into nursing programs, limited evidence exists on effective methods. This study addresses this gap by employing didactic and simulation-based education to teach baccalaureate nursing students about ACEs and Trauma-Informed Care (TIC).</div></div><div><h3>Methods</h3><div>This longitudinal quasi-experimental study examined the impact of integrating ACEs education into theory and high-fidelity simulation experiences. Students progressed from foundational ACEs knowledge to advanced topics, engaging with simulated patients.</div></div><div><h3>Results</h3><div>Significant improvements in ACEs knowledge were observed across various domains, including awareness and prevention, resilience, and informing policy. Self-assessment responses also indicated improved understanding. The study demonstrated the reliability of the survey instrument (Cronbach's alpha = 0.89).</div></div><div><h3>Conclusion</h3><div>Integrating ACEs education through didactic and simulation approaches in nursing education enhances students' knowledge and understanding of the adverse effects of childhood trauma.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101642"},"PeriodicalIF":3.4,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660320","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 : 2024-11-05DOI: 10.1016/j.ecns.2024.101629
Nancy Spear Owen EdD, RN , Cara Thurman Johnson MPH, RN , Christine Hader DNP, RN, CNS, C , Kristine Monia DNP, RN, CEN , Amanda J. Hessels PhD, MPH, RN, CIC, FAPIC, FAAN
Background
Infectious disease crisis requires incident specific training and presents unique circumstances for teaching and learning to protect patients and healthcare workers. This toolkit was developed by a team of nurse educators and infection prevention researchers to a) offer training to nurses and nursing students who were frontline healthcare providers during the COVID-19 pandemic on the use of personal protective equipment in the context of the hierarchy of controls and b) evaluate the just-in-time training using simulation methods.
Methods
Interactive content for online delivery was developed, including briefing, simulation content, and debriefing. Participants were recruited via professional, practice, and academic networks. Instructors and learners were asked to complete an evaluation on satisfaction with learning, self-confidence, and design. Data were collected between May 2020 and September 2023; descriptive quantitative and qualitative data were analyzed.
Results
Demographic data from 1,239 participants across 18 countries shows the majority were female (89%), 20-30 years old (81%), nurses (97%), and practiced in academic (48%) settings. Evaluation data from instructors (N = 39) and learners (N=1,159) was positive overall (M = 4.1; M = 4.5, respectively).
Conclusion
Simulation for just-in-time training with online video observation during a pandemic offers nurse educators in academia and practice settings a rapid, feasible, and safe method of learning crisis-specific infection prevention and occupational safety practice guidance.
{"title":"Low resource, high impact: Just-in-time training toolkit in response to a public health crisis","authors":"Nancy Spear Owen EdD, RN , Cara Thurman Johnson MPH, RN , Christine Hader DNP, RN, CNS, C , Kristine Monia DNP, RN, CEN , Amanda J. Hessels PhD, MPH, RN, CIC, FAPIC, FAAN","doi":"10.1016/j.ecns.2024.101629","DOIUrl":"10.1016/j.ecns.2024.101629","url":null,"abstract":"<div><h3>Background</h3><div>Infectious disease crisis requires incident specific training and presents unique circumstances for teaching and learning to protect patients and healthcare workers. This toolkit was developed by a team of nurse educators and infection prevention researchers to a) offer training to nurses and nursing students who were frontline healthcare providers during the COVID-19 pandemic on the use of personal protective equipment in the context of the hierarchy of controls and b) evaluate the just-in-time training using simulation methods.</div></div><div><h3>Methods</h3><div>Interactive content for online delivery was developed, including briefing, simulation content, and debriefing. Participants were recruited via professional, practice, and academic networks. Instructors and learners were asked to complete an evaluation on satisfaction with learning, self-confidence, and design. Data were collected between May 2020 and September 2023; descriptive quantitative and qualitative data were analyzed.</div></div><div><h3>Results</h3><div>Demographic data from 1,239 participants across 18 countries shows the majority were female (89%), 20-30 years old (81%), nurses (97%), and practiced in academic (48%) settings. Evaluation data from instructors (N = 39) and learners (N=1,159) was positive overall (<em>M</em> = 4.1; <em>M</em> = 4.5, respectively).</div></div><div><h3>Conclusion</h3><div>Simulation for just-in-time training with online video observation during a pandemic offers nurse educators in academia and practice settings a rapid, feasible, and safe method of learning crisis-specific infection prevention and occupational safety practice guidance.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101629"},"PeriodicalIF":3.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592849","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 : 2024-11-04DOI: 10.1016/j.ecns.2024.101635
Candice N. Selwyn, Lori Prewitt Moore, Rebecca Thomas, Bailey D. Mosley
Intimate partner violence (IPV) is an unfortunately prevalent experience during the perinatal period and significantly impacts both maternal and fetal health. Ensuring nursing students are adequately prepared to conduct IPV screening and respond to patients’ disclosure of IPV upon graduation is essential to promoting enhanced maternal-child health outcomes. Seventy-eight undergraduate nursing students in their third semester of nursing school participated in the simulated scenario and provided complete data. Students engaged in a virtual simulation-based educational training (SBET) and completed a preposttest assessing their knowledge, skills, and attitudes related to IPV screening and response. Students’ knowledge and skills significantly improved as a result of the virtual SBET (t = −5.99, p < .001, d = −0.67 and t = −4.33, p < .001, d = −0.48, respectively). A relatively low-cost, low-burden virtual SBET can significantly improve nursing students’ perceived knowledge and skills in identifying and caring for pregnant patients experiencing IPV.
{"title":"Virtual simulation-based educational training enhances nursing students’ preparedness to conduct perinatal intimate partner violence screenings","authors":"Candice N. Selwyn, Lori Prewitt Moore, Rebecca Thomas, Bailey D. Mosley","doi":"10.1016/j.ecns.2024.101635","DOIUrl":"10.1016/j.ecns.2024.101635","url":null,"abstract":"<div><div>Intimate partner violence (IPV) is an unfortunately prevalent experience during the perinatal period and significantly impacts both maternal and fetal health. Ensuring nursing students are adequately prepared to conduct IPV screening and respond to patients’ disclosure of IPV upon graduation is essential to promoting enhanced maternal-child health outcomes. Seventy-eight undergraduate nursing students in their third semester of nursing school participated in the simulated scenario and provided complete data. Students engaged in a virtual simulation-based educational training (SBET) and completed a preposttest assessing their knowledge, skills, and attitudes related to IPV screening and response. Students’ knowledge and skills significantly improved as a result of the virtual SBET (<em>t</em> = −5.99, <em>p</em> < .001, <em>d</em> = −0.67 and <em>t</em> = −4.33, <em>p</em> < .001, <em>d</em> = −0.48, respectively). A relatively low-cost, low-burden virtual SBET can significantly improve nursing students’ perceived knowledge and skills in identifying and caring for pregnant patients experiencing IPV.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101635"},"PeriodicalIF":3.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579085","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 : 2024-11-04DOI: 10.1016/j.ecns.2024.101636
Sean Sibley , Kathryn N Robinson , Janet Fairman , Carla Nye , Patricia Poirier , Kelley Strout
Aim
This study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development.
Background
OSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education.
Methods
This qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data.
Results
Four themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice.
Conclusion
Through OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.
{"title":"Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students","authors":"Sean Sibley , Kathryn N Robinson , Janet Fairman , Carla Nye , Patricia Poirier , Kelley Strout","doi":"10.1016/j.ecns.2024.101636","DOIUrl":"10.1016/j.ecns.2024.101636","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development.</div></div><div><h3>Background</h3><div>OSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education.</div></div><div><h3>Methods</h3><div>This qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data.</div></div><div><h3>Results</h3><div>Four themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice.</div></div><div><h3>Conclusion</h3><div>Through OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101636"},"PeriodicalIF":3.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579084","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 : 2024-11-04DOI: 10.1016/j.ecns.2024.101626
Carley Jans RN, MTeach, PhD Candidate , Tracy Levett-Jones RN, PhD, MEd and Work, DipAppSc , Cherie Lucas PhD, BPharm, GradCertEduStud
Background
Metaverse is an emerging technological innovation, enhancing simulation-based learning experiences and providing students with opportunities to practice skills in a safe environment, building their confidence to perform complex clinical tasks before engaging in the real world. However, limited research on its use, application and effectiveness in simulation-based nursing education exists. This systematic review will evaluate the literature on Metaverse utility, application and effectiveness in nursing education.
Methods/design
A comprehensive search of Scopus, Web of Science, ProQuest, Cumulated Index to Nursing and Allied Health Literature (CINAHL), PubMed, ProQuest, IEEE Explore, and Education Resources Information Center (including ERIC) will be conducted in November 2023- December 2023 covering content from January 2013 to July 2023. Quantitative, qualitative and mixed methods studies that focus on the use, application and effectiveness of the Metaverse in nursing simulation-based learning will be included. As the research is focusing on student learning, studies including registered nurses or other health disciplines will be excluded. Outcome measures to be considered relate to use, application and effectiveness of Metaverse in nursing student simulation-based learning. Two reviewers will independently screen studies and assess eligibility based on our prespecified eligibility criteria, and then extract data from each eligible study using the Mixed Methods Appraisal Tool.
Discussion
This systematic review will produce the first rigorous synthesis on the use, application and effectiveness of the Metaverse in nursing simulation-based learning and will have important implications on the future of nursing education through the recommendations we make on its future use in nursing education.
背景Metaverse是一种新兴的技术创新，它增强了基于模拟的学习体验，并为学生提供了在安全环境中练习技能的机会，使他们在进入真实世界之前建立起执行复杂临床任务的信心。然而，有关其在模拟护理教育中的使用、应用和效果的研究还很有限。方法/设计2023 年 11 月至 2023 年 12 月期间，将对 Scopus、Web of Science、ProQuest、Cumulated Index to Nursing and Allied Health Literature (CINAHL)、PubMed、ProQuest、IEEE Explore 和教育资源信息中心（包括 ERIC）的内容进行全面检索。将包括以护理模拟学习中 Metaverse 的使用、应用和有效性为重点的定量、定性和混合方法研究。由于研究的重点是学生的学习，因此不包括注册护士或其他卫生学科的研究。要考虑的结果指标涉及 Metaverse 在护理学生模拟学习中的使用、应用和效果。两名评审员将根据我们预先规定的资格标准独立筛选研究并评估资格，然后使用混合方法评估工具从每项符合条件的研究中提取数据。讨论本系统性综述将首次对Metaverse在护理模拟学习中的使用、应用和效果进行严格的综合分析，并通过我们对其在护理教育中的未来应用提出的建议，对护理教育的未来产生重要影响。
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