Clinical Simulation in Nursing最新文献_第2页

Effects of an acute myocardial infarction simulation on nursing students’ clinical judgment: Integrating faculty- and self-assessments 急性心肌梗死模拟对护生临床判断的影响：综合教师评价和自我评价

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-30 DOI: 10.1016/j.ecns.2025.101895

Hwa Sun Kim PhD, RN

Background

Simulation-based education offers a safe and effective approach for developing clinical judgment in high-risk contexts, such as acute myocardial infarction (AMI).

Objective

To examine the effects of a hybrid AMI simulation on nursing students’ clinical judgment and perceived learning using both faculty- and self-assessed measures.

Methods

A single-group pre–post study was conducted with 92 matched fourth-year nursing students (from a cohort of 103). Instruments included the faculty-rated Lasater Clinical Judgment Rubric (LCJR), the self-rated Simulation-based Clinical Judgment Rubric (SP-CJR), and the Simulation Effectiveness Tool-Modified (SET-M). Paired-sample t-tests, 95% confidence intervals, effect sizes (Cohen’s dz), and Pearson correlations were computed.

Results

Students’ SP-CJR scores increased significantly from 77.27 to 86.96 (t[91] = 7.50, p < .001, dz = 0.78), and SET-M scores improved from 4.24 to 4.54 (t[91] = 4.72, p < .001, dz = 0.49). Faculty LCJR scores averaged 3.14 (SD = 0.36) across domains. Positive correlations were found between faculty and student ratings (r = 0.21-0.27).

Conclusion

A theory-guided hybrid simulation design incorporating standardized patients and high-fidelity manikins was associated with significant pre–post improvements in students’ self-rated clinical judgment and perceived learning, while faculty ratings indicated accomplished levels of observed judgment. Triangulated assessment using LCJR, SP-CJR, and SET-M supports the feasibility of multisource evaluation in simulation-based nursing education and highlights the importance of interpreting self-reported gains alongside faculty ratings.

背景：基于模拟的教育为在高风险情况下（如急性心肌梗死（AMI））发展临床判断提供了一种安全有效的方法。目的探讨混合急性心肌梗死模拟对护生临床判断和感知学习的影响。方法采用单组前后研究方法，从103名护理专业四年级学生中抽取92名。仪器包括教师评定的激光临床判断量表（LCJR）、自评定的基于模拟的临床判断量表（SP-CJR）和模拟有效性工具修正量表（SET-M）。计算配对样本t检验、95%置信区间、效应量（Cohen’s dz）和Pearson相关性。结果SP-CJR评分由77.27分提高到86.96分（t[91] = 7.50, p < .001, dz = 0.78）， SET-M评分由4.24分提高到4.54分（t[91] = 4.72, p < 001, dz = 0.49）。教师LCJR得分平均为3.14 （SD = 0.36）。教师评分与学生评分呈正相关（r = 0.21-0.27）。结论采用标准化患者和高保真模型的理论指导混合模拟设计可显著提高学生自评临床判断和感知学习的前后水平，而教师评分则表明观察判断的完成水平。使用LCJR、SP-CJR和SET-M的三角评估支持基于模拟的护理教育中多源评估的可行性，并强调了将自我报告的收益与教师评级一起解释的重要性。

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引用次数: 0

Transforming clinical faculty preparation: A multistudent, multipatient simulation for nurse educator students 转变临床师资准备：多学生，多病人模拟护士教育学生

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-30 DOI: 10.1016/j.ecns.2026.101904

Regina C. Kulacz MSN RN CHSE CHSOS, Amanda Lamberti MSN RN CHSE CHSOS, Pamela Forte DNP MSN RN CNE, Kimberly Lacey DNSc, MSN, RN, CNE, CNL

Simulation is widely used in nursing education; however, its application in graduate nurse educator programs remains limited. This pilot explored the use of a novel multistudent, multipatient simulation in which nurse educator students assumed the role of clinical faculty. Designed in accordance with the Healthcare Simulation Standards of Best Practice^TM, this simulation focused on clinical facilitation, time management, and feedback. Participants (n = 2) reported increased confidence and insight into clinical teaching responsibilities following the encounter. This pilot warrants further investigation into the application of simulation in graduate-level nonclinical programs and may serve as a template for educator development programs.

模拟在护理教育中应用广泛；然而，它在研究生护理教育项目中的应用仍然有限。这个试点探索了一种新的多学生，多病人模拟的使用，其中护士教育学生承担了临床教师的角色。根据最佳实践的医疗保健模拟标准设计，该模拟侧重于临床促进、时间管理和反馈。参与者（n = 2）报告说，在这次会面之后，他们对临床教学责任的信心和洞察力增加了。这一试点值得进一步研究模拟在研究生水平非临床项目中的应用，并可作为教育工作者发展项目的模板。

引用次数: 0

Analyzing instructor facilitation patterns in debriefings using AI-based speech metrics 使用基于人工智能的语音指标分析述职报告中教师的引导模式

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-30 DOI: 10.1016/j.ecns.2025.101897

Soledad Armijo-Rivera (Mg) MD, MEd , Scarlett Vicencio-Clarke (Mg) MD, MEd , Hernán Caamaño , Pía Díaz , Carla Pino , Francesca Caldo , Daniel Herrera , Carlos Hinrichsen (Mg)

Background

Facilitation of debriefings is critical for fostering reflection and behavioral change. However, little is known about how novice instructors distribute their speaking time and how this impacts perceived debriefing quality. Artificial intelligence (AI)-driven conversational analysis offers an objective method to characterize facilitation patterns.

Methods

Participants were fifteen novice healthcare instructors with less than one year of experience who recently completed an online simulation course. A cross-sectional study was conducted using GailBot API for automated transcription and speech analysis of remote interprofessional debriefings. Standardized scenarios and consistent student participants controlled external variables. Instructor facilitation patterns were compared to DASH evaluations from students, instructors, and an expert observer.

Results

Instructors spoke for an average of 56.09% of debriefing time. Higher instructor talk time correlated negatively with DASH self-ratings (Spearman’s Rho = −0.627, p = .012).

Conclusion

AI-based analysis provides valuable insights into facilitation patterns, supporting multidisciplinary faculty development.

汇报的便利性对于促进反思和行为改变至关重要。然而，关于新手教师如何分配他们的演讲时间，以及这如何影响感知的汇报质量，我们知之甚少。人工智能（AI）驱动的会话分析提供了一种客观的方法来表征促进模式。方法研究对象为15名经验不足一年的医疗保健指导新手，他们最近完成了一门在线模拟课程。使用GailBot API进行了一项横断面研究，用于远程跨专业汇报的自动转录和语音分析。标准化的场景和一致的学生参与者控制外部变量。教师促进模式与学生、教师和专家观察员的DASH评估进行了比较。结果讲师发言时间平均占汇报时间的56.09%。较高的教师谈话时间与DASH自我评分呈负相关（Spearman’s Rho = - 0.627, p = 0.012）。结论基于人工智能的分析为促进模式提供了有价值的见解，支持了多学科教师的发展。

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引用次数: 0

Addressing language barriers in maternity emergency care in the UK: A mixed methods quality improvement simulation study 解决英国产科急诊护理中的语言障碍：一项混合方法质量改进模拟研究

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-23 DOI: 10.1016/j.ecns.2025.101900

Sorcha Magee , David B. Olawade

Background

Language barriers in maternity care compromise patient safety and quality, with poorer maternal outcomes observed when communication between obstetric staff and women with limited English proficiency is hindered, especially during emergencies.

Objective

To explore obstetric and maternity staff understanding of language barriers when caring for women during obstetric emergencies.

Methods

A six-week mixed-methods quality improvement study in a UK National Health Service (NHS) Trust maternity unit. Forty maternity and obstetric clinicians were recruited. Participants engaged in postpartum hemorrhage simulations using a simulation mannikin programmed to speak a foreign language. Data collection involved presimulation Likert-scale questionnaires (five items) and postsimulation debriefs. Quantitative data were analyzed descriptively; qualitative data underwent thematic analysis.

Findings

Presimulation data revealed limited staff confidence: 52% were dissatisfied with interpretation services, 60% were very dissatisfied with communication support, and 57% were neutral about understanding communication in obstetric emergencies. Thematic analysis identified three key themes: (a) unavailability of interpreting services during emergencies, (b) undervaluing the importance of communication in urgent scenarios, and (c) opportunities for enhancing simulation-based communication training.

Discussion

Significant knowledge gaps and inadequate systems hinder effective communication with women facing language barriers during obstetric emergencies.

Conclusion

Urgent action is needed to strengthen training in interpretation services, enhance communication infrastructure, and raise awareness among maternity teams about the critical role of communication in emergency care.

产科护理中的语言障碍会影响患者的安全和质量，当产科工作人员与英语水平有限的妇女之间的沟通受阻时，特别是在紧急情况下，会出现较差的产妇结局。目的探讨产科和产科工作人员在产科急诊期间护理妇女时对语言障碍的理解。方法在英国国家卫生服务（NHS）信托产科单位进行为期六周的混合方法质量改进研究。招募了40名产科和产科临床医生。参与者使用一个会说外语的模拟人体模型进行产后出血模拟。数据收集包括模拟前李克特量表问卷（五项）和模拟后汇报。定量资料进行描述性分析；对定性数据进行专题分析。spresimulation数据显示，工作人员的信心有限：52%的人对口译服务不满意，60%的人对沟通支持非常不满意，57%的人对产科急诊中的沟通理解持中立态度。专题分析确定了三个关键主题：(a)紧急情况下无法提供口译服务；(b)低估紧急情况下沟通的重要性；(c)加强模拟沟通培训的机会。重大的知识差距和不完善的系统阻碍了与产科急诊期间面临语言障碍的妇女进行有效沟通。结论需要采取紧急行动，加强口译服务培训，改善沟通基础设施，提高产科团队对沟通在急诊护理中的关键作用的认识。

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引用次数: 0

A comparative analysis of the impact of virtual patients versus high-fidelity manikin-based blended simulation on nursing students’ self-evaluation of clinical judgment skills 虚拟患者与基于高保真假人的混合模拟对护生临床判断技能自我评价的影响比较分析

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-22 DOI: 10.1016/j.ecns.2025.101896

Monica Millard PhD, RN , Du Feng PhD , Rebecca Benfield CNM, PhD, FACNM, FAAN , Clariana Ramos de Oliveira PhD., MSc, RN , Joseph Morgan PhD

Background

Virtual patient simulation (VPS) has been used as an alternative to in-person clinical placement and high-fidelity manikin simulation (HFMS). However, further research is needed to evaluate its effectiveness as an educational tool for developing clinical judgment in prelicensure nursing students. Limited evidence exists from mixed-design studies comparing the effects of HFMS and VPS alone versus VPS as a primer for HFMS in a blended modality.

Methods

A quasi-experimental study with a repeated-measures mixed design examined the effectiveness of VPS in acquiring clinical judgment among third-year bachelor of nursing prelicensure students, compared with HFMS and VPS as a primer for HFMS, using the Lasater Clinical Judgment Rubric.

Results

The mixed ANCOVA revealed no significant interaction effect of Time by study group for the clinical judgment total scale score between T1 and T2 (p = .33) or T1 and T3 (p = .12). Similarly, the mixed MANCOVA showed no significant differences in clinical judgment subscale scores between T1 and T2 (p = .54) or T1 and T3 (p = .65).

Conclusion

HFMS, VPS, and blended simulation approaches were similarly effective in fostering students’ clinical judgment.

虚拟患者模拟（VPS）已被用作真人临床放置和高保真人体模拟（HFMS）的替代方案。然而，评估其作为一种教育工具的有效性需要进一步的研究。在混合设计研究中，比较HFMS和VPS单独与VPS作为HFMS混合引物的效果的证据有限。方法采用准实验方法，采用重复测量混合设计，采用Lasater临床判断量表，比较VPS与HFMS和VPS作为HFMS的引语，对护理学士预科三年级学生临床判断的获得效果。结果混合方差分析显示，研究组时间对T1与T2 （p = 0.33）、T1与T3 （p = 0.12）的临床判断总量表评分无显著交互作用。同样，混合MANCOVA在T1和T2 （p = 0.54）或T1和T3 （p = 0.65）之间的临床判断亚量表评分无显著差异。结论hfms、VPS和混合模拟方法在培养学生临床判断能力方面效果相似。

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引用次数: 0

Certified Registered Nurse Anesthetists’ use of the Stanford Emergency Manual during high-fidelity simulation of emergency scenarios 注册护士麻醉师在高保真模拟紧急情况时使用斯坦福急救手册

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-21 DOI: 10.1016/j.ecns.2025.101894

Eleanor Rawson DNP, CRNA, CHSE, FAANA, Brittney McDowell DNP, CRNA, Kevin Nagapen DNP, CRNA, Morgan LaPorte DNP, CRNA

Background

This project explored high-fidelity simulation, utilizing an evidence-based practice emergency manual, for the purpose of improving Certified Registered Nurse Anesthetists’ (CRNAs) usage and belief of evidence-based practice.

Methods

Use of a cognitive aid helps providers deliver better evidence-based care during low-frequency, high-mortality perioperative events. CRNAs rotated through three different scenarios with the Stanford Emergency Manual available for reference.

Results

There was an increase in Evidence-Based Practice Belief Scale (EBP-BS) scores from presimulation to postsimulation (Z = 2.023, p = .043) and an increase from presimulation to three months postsimulation (Z = 2.023, p = .043). There was not a statistically significant change in EBP-IS scores pre- and three months postsimulation (Z = 0.944, p = .345).

Conclusion

An increase in EBP-BS scores reflected practitioners’ perceived ability to use EBP in their daily clinical practice, and most participants intended to include the cognitive aid in their anesthesia practice, providing an opportunity for future utilization.

本项目探索高保真模拟，利用循证执业急救手册，以提高注册麻醉师（crna）的使用和循证执业的信念。方法使用认知辅助工具可帮助医生在低频率、高死亡率围手术期事件中提供更好的循证护理。crna在三种不同的情况下轮流使用，可供参考的是《斯坦福应急手册》。结果循证实践信念量表（EBP-BS）评分从模拟前到模拟后呈上升趋势（Z = 2.023, p = 0.043），从模拟前到模拟后3个月呈上升趋势（Z = 2.023, p = 0.043）。模拟前和模拟后3个月EBP-IS评分变化无统计学意义（Z = 0.944, p = 0.345）。结论EBP- bs评分的增加反映了从业人员在日常临床实践中使用EBP的感知能力，大多数参与者打算在麻醉实践中包括认知辅助，为将来使用EBP提供机会。

{"title":"Certified Registered Nurse Anesthetists’ use of the Stanford Emergency Manual during high-fidelity simulation of emergency scenarios","authors":"Eleanor Rawson DNP, CRNA, CHSE, FAANA, Brittney McDowell DNP, CRNA, Kevin Nagapen DNP, CRNA, Morgan LaPorte DNP, CRNA","doi":"10.1016/j.ecns.2025.101894","DOIUrl":"10.1016/j.ecns.2025.101894","url":null,"abstract":"<div><h3>Background</h3><div>This project explored high-fidelity simulation, utilizing an evidence-based practice emergency manual, for the purpose of improving Certified Registered Nurse Anesthetists’ (CRNAs) usage and belief of evidence-based practice.</div></div><div><h3>Methods</h3><div>Use of a cognitive aid helps providers deliver better evidence-based care during low-frequency, high-mortality perioperative events. CRNAs rotated through three different scenarios with the Stanford Emergency Manual available for reference.</div></div><div><h3>Results</h3><div>There was an increase in Evidence-Based Practice Belief Scale (EBP-BS) scores from presimulation to postsimulation (Z = 2.023, <em>p</em> = .043) and an increase from presimulation to three months postsimulation (Z = 2.023, <em>p = .</em>043). There was not a statistically significant change in EBP-IS scores pre- and three months postsimulation (Z = 0.944, <em>p = .</em>345).</div></div><div><h3>Conclusion</h3><div>An increase in EBP-BS scores reflected practitioners’ perceived ability to use EBP in their daily clinical practice, and most participants intended to include the cognitive aid in their anesthesia practice, providing an opportunity for future utilization.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101894"},"PeriodicalIF":2.5,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146038284","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}

引用次数: 0

Preparing for meeting patients: A generative AI-enhanced virtual reality patient encounter practice 为会见病人做准备：生成人工智能增强的虚拟现实病人会见实践

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-19 DOI: 10.1016/j.ecns.2025.101889

Hao He , Xinhao Xu , Yuanyuan Gu , Yupei Duan , Shangman Li , Jhon Bueno Vesga

Background

Human simulated patient-based patient encounter practices, though effective, are limited by factors such as training, cost, and actors’ availability. Virtual reality (VR) could be an alternative. While traditional VR practices were preprogrammed and inflexible in responding to learners’ questions, generative artificial intelligence (GenAI)-enhanced VR practices point to a new way.

Methods

This study adopted a GenAI-enhanced VR learning environment for nursing students to practice conversation and information-gathering skills. We examined their skill-related performance transfer from the VR practice to the in-person test.

Results

Participants’ skill-related performance successfully transferred from the VR practice to the in-person test.

Conclusion

A GenAI-enhanced VR patient encounter practice can effectively prepare nursing students for in-person patient encounters.

人类模拟的基于病人的病人接触实践虽然有效，但受到诸如培训、成本和演员可用性等因素的限制。虚拟现实（VR）可能是另一种选择。虽然传统的虚拟现实实践是预先编程的，在回答学习者的问题时缺乏灵活性，但生成人工智能（GenAI）增强的虚拟现实实践指出了一条新的途径。方法采用genai增强的虚拟现实学习环境，让护生练习会话和信息收集技能。我们检查了他们从虚拟现实实践到现场测试的技能相关表现转移。结果参与者的技能相关表现成功地从虚拟现实实践转移到现场测试。结论genai增强的虚拟现实患者接触实践可以有效地为护生面对面患者接触做好准备。

引用次数: 0

Beyond the task trainer: Enhancing empathy and competence through hybrid simulation 超越任务培训师：通过混合模拟增强同理心和能力

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-17 DOI: 10.1016/j.ecns.2025.101888

Jennifer Ciccone MSN-Ed, RN, CHSE, Christopher Hairfield PhD, RN, Mathew Engelhardt MSN, RN

Background

Urinary catheterization is a sensitive clinical skill that requires not only technical proficiency, but also therapeutic communication to preserve patient dignity and trust. Traditional task-trainer simulations provide opportunities to practice psychomotor skills but lack the emotional realism and interpersonal engagement needed to prepare students for authentic patient care.

Sample

The project was conducted with 67 second-semester students enrolled in an Accelerated Bachelor of Science in Nursing (ABSN) program and concurrently taking a foundational medical-surgical nursing course.

Method

This quality improvement project implemented a hybrid simulation experience that combined a wearable urinary catheterization task trainer with a standardized patient (SP). The intervention aimed to evaluate students’ satisfaction with the learning experience, their preferences for SP-based versus mannequin-based training, and their self-perceived communication competence during the procedure. Data were collected through post-simulation surveys and de-identified for analysis.

Results

Students reported significantly higher satisfaction and perceived realism with the hybrid simulation compared to mannequin-only training. They highlighted the value of authentic patient interaction, noting that the SP’s verbal and nonverbal feedback enhanced their confidence in therapeutic communication while maintaining procedural accuracy. The majority expressed a preference for hybrid simulation in future skills training.

Conclusion

Hybrid simulation offers a valuable approach to bridging the gap between procedural competence and compassionate care. By integrating SPs into technical training, nursing programs can better prepare students for sensitive clinical encounters, ensuring graduates are equipped with both technical expertise and interpersonal skills essential to professional practice.

导尿是一项敏感的临床技能，不仅需要熟练的技术，还需要治疗沟通，以维护患者的尊严和信任。传统的任务训练模拟提供了练习精神运动技能的机会，但缺乏为学生准备真正的病人护理所需的情感现实主义和人际交往。该项目由67名参加护理学加速学士课程（ABSN）的第二学期学生进行，他们同时参加了基础内科-外科护理课程。方法本质量改进项目采用可穿戴式导尿任务训练器与标准化患者（SP）相结合的混合模拟体验。干预的目的是评估学生对学习体验的满意度，他们对基于sp的训练与基于假人的训练的偏好，以及他们在过程中自我感知的沟通能力。通过模拟后调查收集数据，并去识别以供分析。结果与单纯的人体模型训练相比，学生对混合模拟的满意度和感知的真实感显著提高。他们强调了真实的患者互动的价值，注意到SP的语言和非语言反馈增强了他们对治疗沟通的信心，同时保持了程序的准确性。大多数人表示在未来的技能培训中更倾向于混合模拟。结论混合模拟为弥合程序能力与同情护理之间的差距提供了有价值的途径。通过将SPs纳入技术培训，护理课程可以更好地为学生准备敏感的临床接触，确保毕业生具备专业实践所必需的技术专长和人际交往能力。

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引用次数: 0

Beyond the pilot: Nursing students’ experiences with curricular integration of virtual reality simulation 超越试点：护生体验与虚拟现实课程整合模拟

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-12 DOI: 10.1016/j.ecns.2025.101893

Nicole Harder RN, PhD , Sufia Turner RN, MN , Kimberly Workum RN, BScN, MEd, CCNE, CHSE

Aim/Objective

As immersive virtual reality (IVR) becomes more common in nursing education, curricular integration beyond pilot initiatives is essential for sustained impact. This study explores undergraduate nursing students’ perceptions and experiences of IVR when it was longitudinally integrated into a required clinical course, rather than to measure effectiveness or outcomes.

Background

IVR simulations provide standardized, controlled environments where students can practice clinical reasoning and decision making without risk to patients. While single-session IVR benefits have been reported, limited evidence addresses its impact when aligned with curriculum-wide simulation strategy and best practice standards.

Design

This qualitative study used an interpretive descriptive design.

Methods

Data were collected through semi-structured interviews and a focus group with 11 prelicensure students enrolled in a third-year clinical course. Thematic analysis followed Braun and Clarke’s six-step framework.

Results

Thematic analysis revealed that repeated exposure to IVR enhanced students' comfort with the technology, supported cognitive and emotional engagement, and fostered perceived improvements in clinical reasoning and confidence. Simulation design elements such as structured orientation, role variation, and standards-based prebriefing and debriefing were essential.

Conclusions

These findings suggest that IVR can support deeper learning, clinical reasoning, and learner motivation when implemented as part of a broader simulation curriculum guided by simulation best practices. One-off IVR experiences may limit educational value, whereas longitudinal integration offers a scalable, equitable strategy to prepare students for clinical complexity.

随着沉浸式虚拟现实（IVR）在护理教育中变得越来越普遍，试点计划之外的课程整合对于持续影响至关重要。本研究探讨了当IVR被纵向整合到临床必修课程中，而不是衡量有效性或结果时，本科护理学生对IVR的感知和体验。divr模拟提供了标准化的、受控的环境，学生可以在不给患者带来风险的情况下练习临床推理和决策。虽然单会话IVR的好处已经被报道，但有限的证据表明，当与课程范围内的模拟策略和最佳实践标准相一致时，它的影响是有限的。设计本定性研究采用解释性描述设计。方法采用半结构化访谈法和焦点小组法对11名临床三年级在校生进行数据收集。主题分析遵循Braun和Clarke的六步框架。结果主题分析显示，反复接触IVR增强了学生对该技术的舒适度，支持认知和情感参与，并促进了临床推理和信心的感知改善。模拟设计元素，如结构化方向，角色变化，以及基于标准的预先简报和汇报是必不可少的。这些发现表明，在模拟最佳实践的指导下，作为更广泛的模拟课程的一部分，IVR可以支持更深层次的学习、临床推理和学习者动机。一次性的IVR体验可能会限制教育价值，而纵向整合提供了一种可扩展的、公平的策略，让学生为临床复杂性做好准备。

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引用次数: 0

Beyond Novelty to Transfer: Global Bibliometric Trends in Immersive (VR/AR/XR) Nursing Training and Clinical Skill Translation (2000–2025) 从新奇到转移：沉浸式（VR/AR/XR）护理培训和临床技能翻译的全球文献计量趋势（2000-2025）

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2026-01-09 DOI: 10.1016/j.ecns.2025.101892

Rasha Sayed Ahmed PhD , Mostafa Shaban PhD

Background

Immersive technologies such as virtual, augmented, and extended reality (VR/AR/XR), increasingly combined with haptics, are rapidly transforming nursing education. While individual studies and systematic reviews highlight benefits for knowledge and skills, less is known about the broader research landscape, particularly in relation to skill transfer and clinical application.

Objectives

The objectives were to: (1) analyze global publication trends in immersive nursing education from 2000 to 2025; (2) identify leading journals, authors, and institutions contributing to the field; and (3) map thematic emphases through keyword and co-citation analysis, with a focus on clinical transfer and retention outcomes.

Design

A descriptive bibliometric study of immersive technologies in nursing education.

Methods

Data were retrieved from Web of Science, Scopus, and PubMed/MEDLINE. Publications were included if they reported on VR/AR/XR or haptics applied to nursing education. Duplicates were removed, and bibliometric analyses were conducted using Excel and VOSviewer.

Results

A total of 1,622 publications were analyzed. Annual output rose sharply after 2017, peaking in 2024. The most productive journals were Clinical Simulation in Nursing and Nurse Education Today. The United States, South Korea, Taiwan, and China dominated contributions. Keyword clustering revealed a strong emphasis on skills training and engagement but limited focus on transfer and patient outcomes.

Conclusion

Immersive nursing education research is expanding globally, but evaluation of transfer and retention remains underdeveloped. Future studies should prioritize standardized outcome frameworks and longitudinal designs to establish clinical impact.

虚拟、增强和扩展现实（VR/AR/XR）等沉浸式技术日益与触觉技术相结合，正在迅速改变护理教育。虽然个别研究和系统评价强调了知识和技能的益处，但对更广泛的研究前景，特别是与技能转移和临床应用有关的研究知之甚少。目的：(1)分析2000 - 2025年沉浸式护理教育的全球出版趋势；(2)确定对该领域有贡献的主要期刊、作者和机构；(3)通过关键词和共被引分析绘制专题重点图，重点关注临床转移和保留结果。设计：护理教育中沉浸式技术的描述性文献计量学研究。方法数据来源于Web of Science、Scopus和PubMed/MEDLINE。报告VR/AR/XR或触觉技术应用于护理教育的出版物均被纳入。删除重复，使用Excel和VOSviewer进行文献计量学分析。结果共分析文献1622篇。2017年之后，年产量急剧上升，并在2024年达到峰值。最有成效的期刊是《护理临床模拟》和《今日护士教育》。关键词聚类显示了对技能培训和参与的强烈强调，但对转移和患者结果的关注有限。结论沉浸式护理教育研究在全球范围内不断拓展，但对沉浸式护理教育的转移和保留的评价尚不完善。未来的研究应优先考虑标准化的结果框架和纵向设计，以确定临床影响。

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引用次数: 0