Pub Date : 2026-01-07DOI: 10.1016/j.ecns.2025.101890
Kunwal Molwani Scott DNP, FNP-C, PMHNP-BC
To address the gap between nursing education and clinical practice in mental health settings, we developed an innovative simulation design replicating a hospital dayroom environment with multiple standardized patients. Undergraduate nursing students taking a mental health clinical course conducted therapeutic interviews with an assigned standardized patient (SP) with a mental health disorder while simultaneously managing realistic interruptions from additional SPs serving as Distractor Patients (SP-2s). These distractor patients create authentic clinical scenarios including escalating agitations that may culminate in Code Strong situations – code to call for security assistance. This dayroom simulation provides students with essential preparation for real-world psychiatric nursing practice by integrating therapeutic communication and de-escalation techniques, crisis management, and clinical decision-making within a controlled yet realistic learning environment. The simulation design adheres to Healthcare Simulation Standards of Best Practice™ (HSSOBP) through comprehensive prebriefing, skilled facilitation, and maintenance of psychological safety.
{"title":"Dayroom simulation: An innovative design to bridge the gap in mental health nursing education","authors":"Kunwal Molwani Scott DNP, FNP-C, PMHNP-BC","doi":"10.1016/j.ecns.2025.101890","DOIUrl":"10.1016/j.ecns.2025.101890","url":null,"abstract":"<div><div>To address the gap between nursing education and clinical practice in mental health settings, we developed an innovative simulation design replicating a hospital dayroom environment with multiple standardized patients. Undergraduate nursing students taking a mental health clinical course conducted therapeutic interviews with an assigned standardized patient (SP) with a mental health disorder while simultaneously managing realistic interruptions from additional SPs serving as Distractor Patients (SP-2s). These distractor patients create authentic clinical scenarios including escalating agitations that may culminate in Code Strong situations – code to call for security assistance. This dayroom simulation provides students with essential preparation for real-world psychiatric nursing practice by integrating therapeutic communication and de-escalation techniques, crisis management, and clinical decision-making within a controlled yet realistic learning environment. The simulation design adheres to Healthcare Simulation Standards of Best Practice™ (HSSOBP) through comprehensive prebriefing, skilled facilitation, and maintenance of psychological safety.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101890"},"PeriodicalIF":2.5,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145904147","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 : 2026-01-07DOI: 10.1016/j.ecns.2025.101887
Ashley E. Franklin PhD, RN, CNE, CHSE-A, ANEF , Amber F. Sardina MSN-Ed, RN , Lavonne M. Adams PhD, RN, CCRN , Jodi Patterson PhD, RN, CHSE , Ashlie Seale PMHNP-BC, CARN-AP
Background
Question Persuade Refer (QPR) training aims to equip laypersons to recognize and respond to individuals at risk for suicide. Nurses respond in acute care and community settings, though nursing students have difficulty identifying and responding.
Method
This quality improvement study evaluated the effectiveness of adding QPR training to a nursing curriculum using a pre–posttest design. Researchers recorded 77 juniors, prelicensure nursing dyads in simulation. Forty-one participated in an acute care scenario (26 intervention, 15 control), while 36 were in a community scenario (21 intervention, 15 control). Researchers coded recordings for timing and frequency of strategies and compared group means.
Results
Training did not significantly increase the amount of time students spent asking direct questions in an acute care (p = .63, d = 0.18) or community setting (p = 1) or making referrals in an acute care (p = .86) or community setting.
Conclusions
Despite neutral findings, nurse educators should document students’ behaviors in simulation and examine the effect of evidence-based training on students’ abilities to identify and respond to individuals at risk for suicide.
背景问题说服转介（QPR）训练的目的是让非专业人士认识和应对有自杀风险的个人。护士在急症护理和社区环境中做出反应，尽管护理专业的学生很难识别和反应。方法采用前-后测试设计，对在护理课程中加入QPR培训的效果进行评价。研究人员在模拟中记录了77名初级护士。41人参加了急性护理方案（26人干预，15人对照），36人参加了社区方案（21人干预，15人对照）。研究人员对录音进行编码，记录策略的时间和频率，并比较群体均值。结果：紧张没有显著增加学生在急症护理（p = 0.63, d = 0.18）或社区环境（p = 1）中直接提问的时间，也没有显著增加学生在急症护理（p = 0.86）或社区环境中转诊的时间。结论：尽管研究结果中立，但护理教育工作者应该记录学生在模拟中的行为，并检查循证培训对学生识别和应对有自杀风险个体的能力的影响。
{"title":"SENTRY: Simulation education for nurses in training to respond to suicide warning signs as a quality improvement study","authors":"Ashley E. Franklin PhD, RN, CNE, CHSE-A, ANEF , Amber F. Sardina MSN-Ed, RN , Lavonne M. Adams PhD, RN, CCRN , Jodi Patterson PhD, RN, CHSE , Ashlie Seale PMHNP-BC, CARN-AP","doi":"10.1016/j.ecns.2025.101887","DOIUrl":"10.1016/j.ecns.2025.101887","url":null,"abstract":"<div><h3>Background</h3><div>Question Persuade Refer (QPR) training aims to equip laypersons to recognize and respond to individuals at risk for suicide. Nurses respond in acute care and community settings, though nursing students have difficulty identifying and responding.</div></div><div><h3>Method</h3><div>This quality improvement study evaluated the effectiveness of adding QPR training to a nursing curriculum using a pre–posttest design. Researchers recorded 77 juniors, prelicensure nursing dyads in simulation. Forty-one participated in an acute care scenario (26 intervention, 15 control), while 36 were in a community scenario (21 intervention, 15 control). Researchers coded recordings for timing and frequency of strategies and compared group means.</div></div><div><h3>Results</h3><div>Training did not significantly increase the amount of time students spent asking direct questions in an acute care (<em>p</em> = .63, <em>d</em> = 0.18) or community setting (<em>p</em> = 1) or making referrals in an acute care (<em>p</em> = .86) or community setting.</div></div><div><h3>Conclusions</h3><div>Despite neutral findings, nurse educators should document students’ behaviors in simulation and examine the effect of evidence-based training on students’ abilities to identify and respond to individuals at risk for suicide.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101887"},"PeriodicalIF":2.5,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145904111","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}
Experiential Learning Theory (ELT) is recognized as underpinning simulation design. Ineffective implementation of the full ELT cycle can limit learning effectiveness. Studies have compared learner outcomes across simulation roles, yet little evidence exists regarding how learners experience the Concrete Experience phase of the ELT cycle, most influenced by simulation role.
Method
A convenience sample of undergraduate nursing and DPT students completed the Experiencing Scale (including components of presence, embodiment, and novelty) and Satisfaction and Self-Confidence in Learning Scale (SCLS) following participation in simulation. A total of 300 responses were collected.
Results
Experiencing Scale scores were lower among observer compared to clinician roles. Observers demonstrated lower levels of presence (focused awareness and connection), and family members lower levels of embodiment (body-engaged participation) compared to clinician roles. SCLS scores did not differ by role.
Conclusions
Clinician roles promoted greater engagement. Observers may experience lower engagement due to distance and analytical focus, while family members may face cognitive load and role ambiguity challenges that limit their embodied participation. Despite these differences, satisfaction and self confidence in learning remained consistent across roles, highlighting that well-designed simulations can support all learners.
{"title":"Simulation role and learner experience: A multi-disciplinary study of undergraduate nursing and Doctor of Physical Therapy students","authors":"Denise Romano MPS PT, EdD, CHSE, CSCS, Rosemary Collier PhD, RN, Lori-Marie Sprague PhD, RN, CHSE, Joyce Rhodes-Keefe PhD, RNC-MNN, CHSE","doi":"10.1016/j.ecns.2025.101891","DOIUrl":"10.1016/j.ecns.2025.101891","url":null,"abstract":"<div><h3>Background</h3><div>Experiential Learning Theory (ELT) is recognized as underpinning simulation design. Ineffective implementation of the full ELT cycle can limit learning effectiveness. Studies have compared learner outcomes across simulation roles, yet little evidence exists regarding how learners experience the Concrete Experience phase of the ELT cycle, most influenced by simulation role.</div></div><div><h3>Method</h3><div>A convenience sample of undergraduate nursing and DPT students completed the Experiencing Scale (including components of presence, embodiment, and novelty) and Satisfaction and Self-Confidence in Learning Scale (SCLS) following participation in simulation. A total of 300 responses were collected.</div></div><div><h3>Results</h3><div>Experiencing Scale scores were lower among observer compared to clinician roles. Observers demonstrated lower levels of presence (focused awareness and connection), and family members lower levels of embodiment (body-engaged participation) compared to clinician roles. SCLS scores did not differ by role.</div></div><div><h3>Conclusions</h3><div>Clinician roles promoted greater engagement. Observers may experience lower engagement due to distance and analytical focus, while family members may face cognitive load and role ambiguity challenges that limit their embodied participation. Despite these differences, satisfaction and self confidence in learning remained consistent across roles, highlighting that well-designed simulations can support all learners.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101891"},"PeriodicalIF":2.5,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145904146","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 : 2026-01-01DOI: 10.1016/j.ecns.2025.101882
Qin Hu PhD , Wei Tan MD , Heyu Chen MD , Cong Wang PhD , Shanshan Liu MD , Yan Jiang PhD
Background
Virtual reality (VR) is a novel teaching approach with the potential to revolutionize nursing education. However, its integration into advanced practice nurse (APN) training curricula remains unexplored. This scoping review aimed to identify studies examining the use of VR in APN education and highlight relevant implications.
Methods
A scoping review of studies published in English up to September 24, 2024, was conducted using five databases (PubMed, Embase, CINAHL, Web of Science, and Cochrane Library), complemented by manual searches. Eligible studies included those investigating VR applications in APN education.
Results
This scoping review identified 13 American studies demonstrating positive outcomes in knowledge acquisition and technical skill development in relation to VR applications, particularly within emergency care training scenarios. However, notable gaps were observed in the assessment of higher-order competencies, such as critical thinking. Challenges, such as cybersickness and technical issues, were reported across multiple studies, potentially impacting implementation.
Conclusion
Current evidence indicates that VR is a promising educational tool for APN training; however, the evidence base remains limited by methodological constraints and narrow outcome measurements. To determine the effectiveness of VR in cultivating the intricate clinical judgment capabilities vital for advanced nursing practice, more comprehensive multicenter studies with standardized competency evaluations and longitudinal frameworks are needed. Future research should prioritize the creation of APN-specific evaluation frameworks that bridge the gap between technical skill acquisition and authentic clinical competency development.
虚拟现实（VR）是一种新颖的教学方法，有可能彻底改变护理教育。然而，其整合到高级执业护士（APN）培训课程仍未探索。本综述旨在确定在APN教育中使用VR的研究，并强调相关含义。方法使用5个数据库（PubMed、Embase、CINAHL、Web of Science和Cochrane Library）对截至2024年9月24日发表的英文研究进行范围综述，并辅以人工检索。符合条件的研究包括调查VR在APN教育中的应用。结果：本综述确定了13项美国研究，证明了与虚拟现实应用相关的知识获取和技术技能发展方面的积极成果，特别是在急诊护理培训场景中。然而，在高阶能力（如批判性思维）的评估中观察到明显的差距。多项研究报告了晕动症和技术问题等挑战，这些挑战可能会影响实施。结论VR是一种很有前途的APN培训教学工具；然而，证据基础仍然受到方法限制和狭窄的结果测量的限制。为了确定虚拟现实在培养高级护理实践中至关重要的复杂临床判断能力方面的有效性，需要更全面的多中心研究，包括标准化的能力评估和纵向框架。未来的研究应优先考虑创建apn特定的评估框架，以弥合技术技能获得和真正的临床能力发展之间的差距。
{"title":"The use of virtual reality in advanced practice nursing education: A scoping review","authors":"Qin Hu PhD , Wei Tan MD , Heyu Chen MD , Cong Wang PhD , Shanshan Liu MD , Yan Jiang PhD","doi":"10.1016/j.ecns.2025.101882","DOIUrl":"10.1016/j.ecns.2025.101882","url":null,"abstract":"<div><h3>Background</h3><div>Virtual reality (VR) is a novel teaching approach with the potential to revolutionize nursing education. However, its integration into advanced practice nurse (APN) training curricula remains unexplored. This scoping review aimed to identify studies examining the use of VR in APN education and highlight relevant implications.</div></div><div><h3>Methods</h3><div>A scoping review of studies published in English up to September 24, 2024, was conducted using five databases (PubMed, Embase, CINAHL, Web of Science, and Cochrane Library), complemented by manual searches. Eligible studies included those investigating VR applications in APN education.</div></div><div><h3>Results</h3><div>This scoping review identified 13 American studies demonstrating positive outcomes in knowledge acquisition and technical skill development in relation to VR applications, particularly within emergency care training scenarios. However, notable gaps were observed in the assessment of higher-order competencies, such as critical thinking. Challenges, such as cybersickness and technical issues, were reported across multiple studies, potentially impacting implementation.</div></div><div><h3>Conclusion</h3><div>Current evidence indicates that VR is a promising educational tool for APN training; however, the evidence base remains limited by methodological constraints and narrow outcome measurements. To determine the effectiveness of VR in cultivating the intricate clinical judgment capabilities vital for advanced nursing practice, more comprehensive multicenter studies with standardized competency evaluations and longitudinal frameworks are needed. Future research should prioritize the creation of APN-specific evaluation frameworks that bridge the gap between technical skill acquisition and authentic clinical competency development.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101882"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925618","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}
A virtual reality (VR) platform for training nursing students in screening brief intervention referral to treatment (SBIRT) was limited by a single scenario. To expand this, we used an artificial intelligence (AI) chatbot (OpenAI’s ChatGPT) to generate three new scenarios. The primary focus of this study was the content validation of this AI-generated content through a modified Delphi method. A panel of five (n = 5) certified subject matter experts (SMEs) evaluated the scenarios using the Simulation Scenario Evaluation Tool (SSET). The expert review revealed a critical divergence in consensus: SMEs reached “substantial agreement” (κ = 0.80) on the procedural “Critical Actions", but only “fair agreement” (κ = 0.31-0.36) on key educational components, such as the “Debriefing Plan". This study validates a "human-in-the-loop'' model, demonstrating that while AI is a powerful tool for developing the core content of simulations, meticulous SME review and refinement remain essential for creating intellectually sound and effective educational experiences. In conclusion, these scenarios have achieved high overall ratings and are currently being integrated for pilot use.
{"title":"Using AI to create simulation scenarios for a screening brief intervention and referral to treatment virtual reality simulation","authors":"Elizabeth Wells-Beede PhD, RN, C-EFM, CHSE-A, CNE, ACUE, FSSH, FAAN , Lauren Thai MEd, CHSOS , Jinsil Hwaryoung Seo PhD , Mihir Sunil Godbole , Jay Hareshbhai Patel BDS, MPH , Cindy Weston DNP, APRN, FNP-BC, CHSE, FNAP, FAANP, FAAN , Nicole Kroll PhD, APRN, ANP-C, FNP-BC, PMHNP-BC","doi":"10.1016/j.ecns.2025.101883","DOIUrl":"10.1016/j.ecns.2025.101883","url":null,"abstract":"<div><div>A virtual reality (VR) platform for training nursing students in screening brief intervention referral to treatment (SBIRT) was limited by a single scenario. To expand this, we used an artificial intelligence (AI) chatbot (OpenAI’s ChatGPT) to generate three new scenarios. The primary focus of this study was the content validation of this AI-generated content through a modified Delphi method. A panel of five (n = 5) certified subject matter experts (SMEs) evaluated the scenarios using the Simulation Scenario Evaluation Tool (SSET). The expert review revealed a critical divergence in consensus: SMEs reached “substantial agreement” (κ = 0.80) on the procedural “Critical Actions\", but only “fair agreement” (κ = 0.31-0.36) on key educational components, such as the “Debriefing Plan\". This study validates a \"human-in-the-loop'' model, demonstrating that while AI is a powerful tool for developing the core content of simulations, meticulous SME review and refinement remain essential for creating intellectually sound and effective educational experiences. In conclusion, these scenarios have achieved high overall ratings and are currently being integrated for pilot use.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101883"},"PeriodicalIF":2.5,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840502","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}
High-quality chest compressions are essential for effective cardiopulmonary resuscitation (CPR), but novice nurses often struggle with maintaining the right compression rate, depth, and recoil. Simple tools like metronomes can help improve cardiopulmonary resuscitation quality by providing a steady rhythm for better performance. The objective is to evaluate whether metronome-guided CPR improves the quality of chest compressions performed by novice nurses in a simulated setting
Methods
This single-centric study of a simulation-based randomized controlled trial consists of 160 novice nurses divided equally into intervention and control groups (80 each).
Both groups performed a pre-test consisting of a 2-minute compression-only CPR session on a Q-CPR manikin without metronome guidance. After a 20-minute rest interval to prevent fatigue, the intervention group performed another 2-minute compression-only CPR session using a metronome set at 110 compression per minute delivered. The control group repeated the CPR session under standard conditions without metronome assistance.
Results
In terms of compression rate, during the post-test, 100% of participants in the intervention group achieved the optimal rate of 100-120 compressions per minute, compared to only 31.25% in the control group. For compression depth, 87.5% of participants in the intervention group reached the optimal range of 51-61 mm in the post-test. Complete chest recoil (90-100%) also increased in the intervention group from 12.5% to 16.25% after metronome-guided training. Furthermore, the overall CPR quality score improved, with the proportion of participants achieving a “good” quality rating increasing from 0% to 8.75% in the intervention group. Collectively, these findings indicate that the metronome-guided group demonstrated significant improvements across all CPR performance parameters, reflecting better adherence to recommended resuscitation standards.
Conclusion
The metronome guidance markedly improves the quality of chest compressions in novice nurses, underscoring the importance of integrating this tool into CPR training to enhance skill acquisition and ultimately improve resuscitation outcomes.
{"title":"Efficacy of metronome on quality of chest compressions during simulated cardiopulmonary resuscitation among novice nurses: A randomized controlled trial","authors":"Mohanraj Harikrishnan , Eswari Solayappan , Shreedevi Gandhamaneni , Renuka MK , Porkodi Arjunan , Ravishankar Nagaraja , Sharon Sheeba T , Ramesh Chandrababu PhD","doi":"10.1016/j.ecns.2025.101885","DOIUrl":"10.1016/j.ecns.2025.101885","url":null,"abstract":"<div><h3>Background</h3><div>High-quality chest compressions are essential for effective cardiopulmonary resuscitation (CPR), but novice nurses often struggle with maintaining the right compression rate, depth, and recoil. Simple tools like metronomes can help improve cardiopulmonary resuscitation quality by providing a steady rhythm for better performance. The objective is to evaluate whether metronome-guided CPR improves the quality of chest compressions performed by novice nurses in a simulated setting</div></div><div><h3>Methods</h3><div>This single-centric study of a simulation-based randomized controlled trial consists of 160 novice nurses divided equally into intervention and control groups (80 each).</div><div>Both groups performed a pre-test consisting of a 2-minute compression-only CPR session on a Q-CPR manikin without metronome guidance. After a 20-minute rest interval to prevent fatigue, the intervention group performed another 2-minute compression-only CPR session using a metronome set at 110 compression per minute delivered. The control group repeated the CPR session under standard conditions without metronome assistance.</div></div><div><h3>Results</h3><div>In terms of compression rate, during the post-test, 100% of participants in the intervention group achieved the optimal rate of 100-120 compressions per minute, compared to only 31.25% in the control group. For compression depth, 87.5% of participants in the intervention group reached the optimal range of 51-61 mm in the post-test. Complete chest recoil (90-100%) also increased in the intervention group from 12.5% to 16.25% after metronome-guided training. Furthermore, the overall CPR quality score improved, with the proportion of participants achieving a “good” quality rating increasing from 0% to 8.75% in the intervention group. Collectively, these findings indicate that the metronome-guided group demonstrated significant improvements across all CPR performance parameters, reflecting better adherence to recommended resuscitation standards.</div></div><div><h3>Conclusion</h3><div>The metronome guidance markedly improves the quality of chest compressions in novice nurses, underscoring the importance of integrating this tool into CPR training to enhance skill acquisition and ultimately improve resuscitation outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101885"},"PeriodicalIF":2.5,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-26DOI: 10.1016/j.ecns.2025.101886
Brad Phillips PhD, RN, CNE , Tina Antill Keener PhD, CPNP, RN, CNE , Zheng Dai PhD
Background
Compassion is an essential trait for healthcare providers and promotes patient-provider relationships and improves patient outcomes. National organizations, like the American Association of Colleges of Nursing and the American Board of Pediatrics, emphasize the importance of integrating and evaluating compassion-based interventions within health science education. The purpose of this study was to assess communication, collaboration, teamwork, and compassion among medical and nursing students using a simulation-based learning approach.
Methods
A high-fidelity pediatric simulation-based educational intervention was conducted using standardized participants and a pre-post design. Data were collected using valid and reliable assessments, Schwartz Center Compassionate Care Scales (SCCCS), Performance Assessment for Communication and Teamwork (PACT) Novice Observer Form, and Interprofessional Collaborative Competency Attainment Scale (ICCAS).
Results
Participants (N = 78) included medical students (n = 43) and nursing students (n = 35). Significant differences (p < .01) were found between pre-post measures of the ICCAS for communication, collaboration, and teamwork. Faculty facilitator and participant SCCCS compassion scores differed, with participants self-evaluating their compassion significantly higher than the faculty facilitator.
Conclusion
The pediatric simulation-based educational intervention enhanced students' communication, collaboration, and teamwork and provided opportunities for students to evaluate and reflect on compassionate, family-centered care.
{"title":"Leveraging compassion in family-centered care: A pre-post education design pediatric simulation for interprofessional education","authors":"Brad Phillips PhD, RN, CNE , Tina Antill Keener PhD, CPNP, RN, CNE , Zheng Dai PhD","doi":"10.1016/j.ecns.2025.101886","DOIUrl":"10.1016/j.ecns.2025.101886","url":null,"abstract":"<div><h3>Background</h3><div>Compassion is an essential trait for healthcare providers and promotes patient-provider relationships and improves patient outcomes. National organizations, like the American Association of Colleges of Nursing and the American Board of Pediatrics, emphasize the importance of integrating and evaluating compassion-based interventions within health science education. The purpose of this study was to assess communication, collaboration, teamwork, and compassion among medical and nursing students using a simulation-based learning approach.</div></div><div><h3>Methods</h3><div>A high-fidelity pediatric simulation-based educational intervention was conducted using standardized participants and a pre-post design. Data were collected using valid and reliable assessments, Schwartz Center Compassionate Care Scales (SCCCS), Performance Assessment for Communication and Teamwork (PACT) Novice Observer Form, and Interprofessional Collaborative Competency Attainment Scale (ICCAS).</div></div><div><h3>Results</h3><div>Participants (<em>N</em> = 78) included medical students (<em>n</em> = 43) and nursing students (<em>n</em> = 35). Significant differences (<em>p</em> < .01) were found between pre-post measures of the ICCAS for communication, collaboration, and teamwork. Faculty facilitator and participant SCCCS compassion scores differed, with participants self-evaluating their compassion significantly higher than the faculty facilitator.</div></div><div><h3>Conclusion</h3><div>The pediatric simulation-based educational intervention enhanced students' communication, collaboration, and teamwork and provided opportunities for students to evaluate and reflect on compassionate, family-centered care.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101886"},"PeriodicalIF":2.5,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-20DOI: 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":"2025-12-20","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 : 2025-12-19DOI: 10.1016/j.ecns.2025.101881
Marian Luctkar-Flude RN, PhD, CCSNE, FCNEI , Mujeedat Lekuti , Han Shu Pu BScH , Alexandra Lawrynuik BNSc , Zainab Baig BScH , Laura Killam RN, MScN , Cassandra Lobo BScH , Rishika Gowda BScH , Javeria Baig BScH , Mark Labib BScH , Sharuna Jegathasan BScH , Wiley Chung MD, MHPE, FRCSC
Background
Racism in health professions education undermines academic success and well-being of students who are Black, Indigenous, and People of Color. Bystanders often lack strategies to intervene effectively without causing further harm.
Purpose
We cocreated a virtual simulation module with diverse faculty and student input to equip bystanders with antiracism strategies, guided by the ARISE Bystander Model.
Methods
We developed two virtual simulations: (a) identifying covert and overt racism, and (b) practicing bystander interventions in the classroom. The process integrated lived experiences, expert review, and sensitivity to equity-deserving perspectives. The module also includes preparatory materials, prebriefing, and debriefing resources to support reflection.
Results & Conclusion
This open-access module addresses a critical gap in education by providing an innovative, accessible resource for teaching health professionals how to navigate and intervene in racist incidents. Virtual simulation offers an interactive and immersive way to engage students, promoting empathy, education, and allyship. Its wide reach demonstrates potential for simulation-based learning to create inclusive environments. Challenges included coordination and limited Indigenous representation, highlighting areas for improvement in future projects.
{"title":"Development of a virtual simulation to support bystanders in responding to racism in the classroom in health professions education","authors":"Marian Luctkar-Flude RN, PhD, CCSNE, FCNEI , Mujeedat Lekuti , Han Shu Pu BScH , Alexandra Lawrynuik BNSc , Zainab Baig BScH , Laura Killam RN, MScN , Cassandra Lobo BScH , Rishika Gowda BScH , Javeria Baig BScH , Mark Labib BScH , Sharuna Jegathasan BScH , Wiley Chung MD, MHPE, FRCSC","doi":"10.1016/j.ecns.2025.101881","DOIUrl":"10.1016/j.ecns.2025.101881","url":null,"abstract":"<div><h3>Background</h3><div>Racism in health professions education undermines academic success and well-being of students who are Black, Indigenous, and People of Color. Bystanders often lack strategies to intervene effectively without causing further harm.</div></div><div><h3>Purpose</h3><div>We cocreated a virtual simulation module with diverse faculty and student input to equip bystanders with antiracism strategies, guided by the ARISE Bystander Model.</div></div><div><h3>Methods</h3><div>We developed two virtual simulations: (a) identifying covert and overt racism, and (b) practicing bystander interventions in the classroom. The process integrated lived experiences, expert review, and sensitivity to equity-deserving perspectives. The module also includes preparatory materials, prebriefing, and debriefing resources to support reflection.</div></div><div><h3>Results & Conclusion</h3><div>This open-access module addresses a critical gap in education by providing an innovative, accessible resource for teaching health professionals how to navigate and intervene in racist incidents. Virtual simulation offers an interactive and immersive way to engage students, promoting empathy, education, and allyship. Its wide reach demonstrates potential for simulation-based learning to create inclusive environments. Challenges included coordination and limited Indigenous representation, highlighting areas for improvement in future projects.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101881"},"PeriodicalIF":2.5,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 10.1016/j.ecns.2025.101877
Becky Faett PhD, MSN, MBA, RN, CHSE , Mary Ellen Elias MSN, RN-BC , April K. Herron MSN, RN , Allison Leduc MSN, RN , Emily Boltey Milko PhD, RN , Sue Skledar RPh, MPH, FASHP , Paul Wesley Scott PhD , Alice Blazeck DNSc, RN, CHSE-A
Background
The importance of interprofessional communication (IPC) and teamwork in health care is well documented, as is the value of high-fidelity simulation (HFS) and escape room simulation. This study evaluated the efficacy of escape rooms and standard HFS in promoting IPC and teamwork.
Sample
Students from Schools of Nursing and Pharmacy participated.
Methods
Students were videoed in both the escape room and HFS scenarios. Videos were analyzed for IPC and teamwork behaviors using the validated and reliable Communication and Teamwork Skills tool (CATS) allowing for quantification of specific behaviors.
Results
Three behaviors, verbally requesting input, cross monitoring, and closed loop were significantly higher in the escape rooms. However, the overall results, looking at all 18 behaviors on CATS indicated HFS significantly better supported interprofessional communication behaviors and teamwork.
Conclusion
More research is needed to evaluate both simulation approaches and their support of specific interprofessional communication and teamwork behaviors.
{"title":"The impact of an escape room versus high fidelity simulation on interprofessional communication and teamwork","authors":"Becky Faett PhD, MSN, MBA, RN, CHSE , Mary Ellen Elias MSN, RN-BC , April K. Herron MSN, RN , Allison Leduc MSN, RN , Emily Boltey Milko PhD, RN , Sue Skledar RPh, MPH, FASHP , Paul Wesley Scott PhD , Alice Blazeck DNSc, RN, CHSE-A","doi":"10.1016/j.ecns.2025.101877","DOIUrl":"10.1016/j.ecns.2025.101877","url":null,"abstract":"<div><h3>Background</h3><div>The importance of interprofessional communication (IPC) and teamwork in health care is well documented, as is the value of high-fidelity simulation (HFS) and escape room simulation. This study evaluated the efficacy of escape rooms and standard HFS in promoting IPC and teamwork.</div></div><div><h3>Sample</h3><div>Students from Schools of Nursing and Pharmacy participated.</div></div><div><h3>Methods</h3><div>Students were videoed in both the escape room and HFS scenarios. Videos were analyzed for IPC and teamwork behaviors using the validated and reliable Communication and Teamwork Skills tool (CATS) allowing for quantification of specific behaviors.</div></div><div><h3>Results</h3><div>Three behaviors, verbally requesting input, cross monitoring, and closed loop were significantly higher in the escape rooms. However, the overall results, looking at all 18 behaviors on CATS indicated HFS significantly better supported interprofessional communication behaviors and teamwork.</div></div><div><h3>Conclusion</h3><div>More research is needed to evaluate both simulation approaches and their support of specific interprofessional communication and teamwork behaviors.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"110 ","pages":"Article 101877"},"PeriodicalIF":2.5,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790301","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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