Pub Date : 2026-02-01Epub Date: 2026-01-21DOI: 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":"2026-02-01","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}
Pub Date : 2026-02-01Epub Date: 2026-01-23DOI: 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.
{"title":"Addressing language barriers in maternity emergency care in the UK: A mixed methods quality improvement simulation study","authors":"Sorcha Magee , David B. Olawade","doi":"10.1016/j.ecns.2025.101900","DOIUrl":"10.1016/j.ecns.2025.101900","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Objective</h3><div>To explore obstetric and maternity staff understanding of language barriers when caring for women during obstetric emergencies.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Findings</h3><div>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.</div></div><div><h3>Discussion</h3><div>Significant knowledge gaps and inadequate systems hinder effective communication with women facing language barriers during obstetric emergencies.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101900"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146038285","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 : 2026-02-01Epub Date: 2026-01-27DOI: 10.1016/j.ecns.2025.101899
Jiyoung Kim RN, ANP, PhD, Yeji Kim RN, Hyunji Park RN, Jiyeong Won RN, Jiwon Yun RN, Yuran Lee RN
Background
Recognizing situations that threaten patient safety and predicting potential risks are essential in nursing practice. This study aimed to evaluate the error detection rates and effects of safety-centered simulation education using a 360-degree video Room of Errors (ROE) on attitudes toward patient safety, confidence in performance, immersion, and learning satisfaction. Educational experiences were also explored qualitatively.
Methods
A concurrent mixed-methods design was employed. A total of 34 third- and fourth-year nursing students participated in Korea. A 360-degree video ROE simulation of perioperative patient safety management was developed and implemented. Attitudes toward patient safety, performance confidence, immersion, and learning satisfaction were measured and analyzed using SPSS/WIN 29.0. Experience was examined using qualitative content analysis.
Results
Students detected errors more frequently in the physical environment and patient identification but less often in medication administration. Scores for attitudes toward patient safety and performance confidence significantly improved postintervention (p < .001). Qualitative findings highlighted positive themes such as “emotional responses to the learning experience”, “structural and pedagogical benefits”, and “transformative outcomes of learning”, alongside a theme of “perceived weaknesses and suggestions”.
Conclusions
Safety-centered simulation education using 360-degree video can improve nursing students’ attitudes toward patient safety and confidence in performance, thus supporting the transfer of learning to clinical practice.
{"title":"Safety-centered simulation education using the 360-degree video room of errors: A mixed-methods study","authors":"Jiyoung Kim RN, ANP, PhD, Yeji Kim RN, Hyunji Park RN, Jiyeong Won RN, Jiwon Yun RN, Yuran Lee RN","doi":"10.1016/j.ecns.2025.101899","DOIUrl":"10.1016/j.ecns.2025.101899","url":null,"abstract":"<div><h3>Background</h3><div>Recognizing situations that threaten patient safety and predicting potential risks are essential in nursing practice. This study aimed to evaluate the error detection rates and effects of safety-centered simulation education using a 360-degree video Room of Errors (ROE) on attitudes toward patient safety, confidence in performance, immersion, and learning satisfaction. Educational experiences were also explored qualitatively.</div></div><div><h3>Methods</h3><div>A concurrent mixed-methods design was employed. A total of 34 third- and fourth-year nursing students participated in Korea. A 360-degree video ROE simulation of perioperative patient safety management was developed and implemented. Attitudes toward patient safety, performance confidence, immersion, and learning satisfaction were measured and analyzed using SPSS/WIN 29.0. Experience was examined using qualitative content analysis.</div></div><div><h3>Results</h3><div>Students detected errors more frequently in the physical environment and patient identification but less often in medication administration. Scores for attitudes toward patient safety and performance confidence significantly improved postintervention (<em>p</em> < .001). Qualitative findings highlighted positive themes such as “emotional responses to the learning experience”, “structural and pedagogical benefits”, and “transformative outcomes of learning”, alongside a theme of “perceived weaknesses and suggestions”.</div></div><div><h3>Conclusions</h3><div>Safety-centered simulation education using 360-degree video can improve nursing students’ attitudes toward patient safety and confidence in performance, thus supporting the transfer of learning to clinical practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101899"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078785","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}
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.
{"title":"Beyond the pilot: Nursing students’ experiences with curricular integration of virtual reality simulation","authors":"Nicole Harder RN, PhD , Sufia Turner RN, MN , Kimberly Workum RN, BScN, MEd, CCNE, CHSE","doi":"10.1016/j.ecns.2025.101893","DOIUrl":"10.1016/j.ecns.2025.101893","url":null,"abstract":"<div><h3>Aim/Objective</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>This qualitative study used an interpretive descriptive design.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101893"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980285","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 : 2026-02-01Epub Date: 2026-01-19DOI: 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.
{"title":"Preparing for meeting patients: A generative AI-enhanced virtual reality patient encounter practice","authors":"Hao He , Xinhao Xu , Yuanyuan Gu , Yupei Duan , Shangman Li , Jhon Bueno Vesga","doi":"10.1016/j.ecns.2025.101889","DOIUrl":"10.1016/j.ecns.2025.101889","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>Participants’ skill-related performance successfully transferred from the VR practice to the in-person test.</div></div><div><h3>Conclusion</h3><div>A GenAI-enhanced VR patient encounter practice can effectively prepare nursing students for in-person patient encounters.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101889"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146038286","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 : 2026-01-01Epub Date: 2025-12-20DOI: 10.1016/j.ecns.2025.101880
Yihsuan Tsai BSN, RN , Chunwen Chiu PhD, MD , Shouchuan Sun MSN, RN , Hsingju Lin MSN, RN , Chihhao Lin PhD , Yawen Lee PhD, RN
Background
Effective interprofessional collaboration is essential for patient safety in emergency care. While high-fidelity simulation (HFS) enhances training, its long-term impact on Team Resource Management (TRM) behaviors and communication remains uncertain.
Methods
A quasi-experimental study at a Taiwanese tertiary medical center evaluated an HFS program integrating TRM principles and Gather-Analyze-Summarize (GAS) debriefing. Assessments at pretraining (T0), post-training (T1), and three months post-training (T2) measured individual knowledge and skills (T0, T1) and team-level TRM behaviors and communication (T0, T1, T2).
Results
Individual knowledge and skills improved significantly at T1, with nurses demonstrating substantial gains. Team TRM behaviors and communication increased from T0 to T1 and remained sustained at T2.
Conclusion
HFS with TRM and GAS debriefing promotes sustained emergency team competencies for at least three months, supporting the need for periodic retraining to maintain skill retention.
{"title":"Sustaining emergency team competencies: Impact of interprofessional simulation with team resource management and structured debriefing","authors":"Yihsuan Tsai BSN, RN , Chunwen Chiu PhD, MD , Shouchuan Sun MSN, RN , Hsingju Lin MSN, RN , Chihhao Lin PhD , Yawen Lee PhD, RN","doi":"10.1016/j.ecns.2025.101880","DOIUrl":"10.1016/j.ecns.2025.101880","url":null,"abstract":"<div><h3>Background</h3><div>Effective interprofessional collaboration is essential for patient safety in emergency care. While high-fidelity simulation (HFS) enhances training, its long-term impact on Team Resource Management (TRM) behaviors and communication remains uncertain.</div></div><div><h3>Methods</h3><div>A quasi-experimental study at a Taiwanese tertiary medical center evaluated an HFS program integrating TRM principles and Gather-Analyze-Summarize (GAS) debriefing. Assessments at pretraining (T0), post-training (T1), and three months post-training (T2) measured individual knowledge and skills (T0, T1) and team-level TRM behaviors and communication (T0, T1, T2).</div></div><div><h3>Results</h3><div>Individual knowledge and skills improved significantly at T1, with nurses demonstrating substantial gains. Team TRM behaviors and communication increased from T0 to T1 and remained sustained at T2.</div></div><div><h3>Conclusion</h3><div>HFS with TRM and GAS debriefing promotes sustained emergency team competencies for at least three months, supporting the need for periodic retraining to maintain skill retention.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101880"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840369","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 : 2026-01-01Epub Date: 2025-12-02DOI: 10.1016/j.ecns.2025.101874
Tina X. Ung PhD, Claire L. O’Reilly PhD, Rebekah J. Moles PhD, Sarira El-Den PhD
Background
Simulated patient role-plays enable healthcare students to practice skills in a safe learning environment. However, simulated patient actors’ perspectives and experiences of being involved in this educational method are underrepresented.
Aim
This study explored actors’ perspectives and feedback on the training process, and experiences role-playing psychosis-related scenarios with pharmacy students.
Methods
Ten actors enacted 86 role-plays with final-year pharmacy students. Role-plays were based on co-designed scenarios relating to psychosis, with students assessed on their ability to provide psychosis-related care. Postrole-plays, all actors were invited to participate in focus groups to explore their perspectives and provide feedback. Focus group interviews were audio-recorded, transcribed verbatim, then independently thematically analysed by two authors. Seven actors participated in two focus groups.
Findings
Five themes emerged: “motivations to participate”, “actor preparation and training”, “harnessing and respecting the role”, “value for students”, “suggested enhancements to the actor experience”. Actors felt supported by the academic team to portray a range of psychosis-related experiences.
Conclusion
While data saturation and generalizability were not aims of this preliminary study, actors’ recommendations, such as providing opportunities to rehearse with people with lived experience prior to enactment, for authentic and respectful portrayal, may be important to consider when engaging actors in academic activities.
{"title":"“Play it truthfully and authentically”: An exploratory study of actors’ perspectives on role-playing psychosis-related scenarios with pharmacy students","authors":"Tina X. Ung PhD, Claire L. O’Reilly PhD, Rebekah J. Moles PhD, Sarira El-Den PhD","doi":"10.1016/j.ecns.2025.101874","DOIUrl":"10.1016/j.ecns.2025.101874","url":null,"abstract":"<div><h3>Background</h3><div>Simulated patient role-plays enable healthcare students to practice skills in a safe learning environment. However, simulated patient actors’ perspectives and experiences of being involved in this educational method are underrepresented.</div></div><div><h3>Aim</h3><div>This study explored actors’ perspectives and feedback on the training process, and experiences role-playing psychosis-related scenarios with pharmacy students.</div></div><div><h3>Methods</h3><div>Ten actors enacted 86 role-plays with final-year pharmacy students. Role-plays were based on co-designed scenarios relating to psychosis, with students assessed on their ability to provide psychosis-related care. Postrole-plays, all actors were invited to participate in focus groups to explore their perspectives and provide feedback. Focus group interviews were audio-recorded, transcribed verbatim, then independently thematically analysed by two authors. Seven actors participated in two focus groups.</div></div><div><h3>Findings</h3><div>Five themes emerged: “motivations to participate”, “actor preparation and training”, “harnessing and respecting the role”, “value for students”, “suggested enhancements to the actor experience”. Actors felt supported by the academic team to portray a range of psychosis-related experiences.</div></div><div><h3>Conclusion</h3><div>While data saturation and generalizability were not aims of this preliminary study, actors’ recommendations, such as providing opportunities to rehearse with people with lived experience prior to enactment, for authentic and respectful portrayal, may be important to consider when engaging actors in academic activities.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101874"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685191","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 : 2026-01-01Epub Date: 2025-12-12DOI: 10.1016/j.ecns.2025.101879
Iman Nurjaman S. Kep., Ners., M. Kep., CWCCA., CSI
{"title":"Extending ISBAR into the digital era: Insights inspired by Brockway (2025)","authors":"Iman Nurjaman S. Kep., Ners., M. Kep., CWCCA., CSI","doi":"10.1016/j.ecns.2025.101879","DOIUrl":"10.1016/j.ecns.2025.101879","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101879"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737590","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 : 2026-01-01Epub Date: 2025-12-03DOI: 10.1016/j.ecns.2025.101868
Michelle A. Wright DNP
Background
This study explored the effectiveness of virtual reality simulation on knowledge and confidence of nurses enrolled in a critical care, emergency nursing, and progressive care internship program, who participated in a virtual reality (VR) simulation, or a traditional manikin-based simulation related to the management of cardiopulmonary arrest.
Method
This randomized, controlled, pretest-posttest study was conducted with 34 nurses enrolled in a specialty internship program to evaluate the effectiveness of virtual reality simulation in acquiring knowledge and confidence. Data collection included standardized knowledge assessment, and the Simulation Effectiveness Tool-M (SET-M).
Results
Both groups had an increase in mean scores on the knowledge test. Participants in the experimental group had significantly greater knowledge gain (p < .05) on the knowledge test compared to the control group. The virtual group had a higher average score on the SET-M; however, this difference is not statistically significant. The majority of respondents in the experimental group (95%) indicated that they would like to continue using VR for training.
Conclusion
The findings of this study suggest that when comparing traditional manikin-based simulation to VR simulation, VR is an effective means of improving the knowledge and confidence in the management of cardiopulmonary arrest. Increasing the use of VR simulation in other educational offerings can have a positive impact on nursing practice.
本研究探讨了虚拟现实模拟对参加重症监护、急诊护理和渐进护理实习项目的护士的知识和信心的有效性，这些护士参加了虚拟现实（VR）模拟，或传统的基于人体模型的与心肺骤停管理相关的模拟。方法采用随机、对照、前测后测的研究方法，对34名专科实习护士进行虚拟现实模拟对其知识获取和信心培养的效果进行评估。数据收集包括标准化知识评估和模拟有效性工具- m （SET-M）。结果两组学生在知识测试中的平均得分均有提高。实验组在知识测试中获得的知识显著高于对照组（p < .05）。虚拟组在SET-M测试中的平均得分更高；然而，这种差异在统计上并不显著。实验组的大多数受访者（95%）表示他们愿意继续使用VR进行培训。结论本研究结果表明，将传统的基于人体模型的模拟与VR模拟进行比较，VR是提高心肺骤停管理知识和信心的有效手段。在其他教育产品中增加VR模拟的使用可以对护理实践产生积极影响。
{"title":"Exploring the role of virtual reality simulation in critical care nurses' training: A randomized controlled pilot study","authors":"Michelle A. Wright DNP","doi":"10.1016/j.ecns.2025.101868","DOIUrl":"10.1016/j.ecns.2025.101868","url":null,"abstract":"<div><h3>Background</h3><div>This study explored the effectiveness of virtual reality simulation on knowledge and confidence of nurses enrolled in a critical care, emergency nursing, and progressive care internship program, who participated in a virtual reality (VR) simulation, or a traditional manikin-based simulation related to the management of cardiopulmonary arrest.</div></div><div><h3>Method</h3><div>This randomized, controlled, pretest-posttest study was conducted with 34 nurses enrolled in a specialty internship program to evaluate the effectiveness of virtual reality simulation in acquiring knowledge and confidence. Data collection included standardized knowledge assessment, and the Simulation Effectiveness Tool-M (SET-M).</div></div><div><h3>Results</h3><div>Both groups had an increase in mean scores on the knowledge test. Participants in the experimental group had significantly greater knowledge gain (<em>p</em> < .05) on the knowledge test compared to the control group. The virtual group had a higher average score on the SET-M; however, this difference is not statistically significant. The majority of respondents in the experimental group (95%) indicated that they would like to continue using VR for training.</div></div><div><h3>Conclusion</h3><div>The findings of this study suggest that when comparing traditional manikin-based simulation to VR simulation, VR is an effective means of improving the knowledge and confidence in the management of cardiopulmonary arrest. Increasing the use of VR simulation in other educational offerings can have a positive impact on nursing practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101868"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685193","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}
Stoma care requires both technical competence and empathy. Simulation-based education (SBE) and patient-led teaching each enhance student learning, but their combined impact in stoma care education is less understood.
Method
This qualitative descriptive study explored the experiences of final-semester nursing students (n = 60) who participated in a stoma care study day involving either patient-led teaching alone or patient-led teaching combined with SBE. Data were collected via an open-ended online survey and examined using directed content analysis explicitly mapped to the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice (2025).
Results
Four themes emerged: Practical Experience and Capability, Collaborative Learning and Expertise-Sharing, Person-Centred Care, and Professional Growth and Development. The combined model provided a scaffolded progression from safe rehearsal to authentic patient engagement, supporting Standards 2, 6, and 7.
Conclusion
Applying established simulation and patient-led teaching methods to stoma care education demonstrates that sequencing simulation before patient-led teaching enhances students’ technical skills, empathy, and professional readiness, preparing students for safe, person-centred practice in line with national nursing standards.
{"title":"Exploring simulation and patient-led teaching in stoma care education: A qualitative study","authors":"Sharon MacLean RM, RN, PhD, Vicki Patton RN, PhD, Katrina Hulsdunk RN","doi":"10.1016/j.ecns.2025.101878","DOIUrl":"10.1016/j.ecns.2025.101878","url":null,"abstract":"<div><h3>Background</h3><div>Stoma care requires both technical competence and empathy. Simulation-based education (SBE) and patient-led teaching each enhance student learning, but their combined impact in stoma care education is less understood.</div></div><div><h3>Method</h3><div>This qualitative descriptive study explored the experiences of final-semester nursing students (n = 60) who participated in a stoma care study day involving either patient-led teaching alone or patient-led teaching combined with SBE. Data were collected via an open-ended online survey and examined using directed content analysis explicitly mapped to the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice (2025).</div></div><div><h3>Results</h3><div>Four themes emerged: Practical Experience and Capability, Collaborative Learning and Expertise-Sharing, Person-Centred Care, and Professional Growth and Development. The combined model provided a scaffolded progression from safe rehearsal to authentic patient engagement, supporting Standards 2, 6, and 7.</div></div><div><h3>Conclusion</h3><div>Applying established simulation and patient-led teaching methods to stoma care education demonstrates that sequencing simulation before patient-led teaching enhances students’ technical skills, empathy, and professional readiness, preparing students for safe, person-centred practice in line with national nursing standards.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101878"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737591","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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