Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101652
Neil Harrison MMed , Susan Somerville PhD , Prashant Kumar MMed , Kathleen Collins MBChB
In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that “interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes.” We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.
{"title":"Re-Examining interprofessional simulation: Using social identity theory to explore the influence of ‘profession’ on interprofessional learning","authors":"Neil Harrison MMed , Susan Somerville PhD , Prashant Kumar MMed , Kathleen Collins MBChB","doi":"10.1016/j.ecns.2024.101652","DOIUrl":"10.1016/j.ecns.2024.101652","url":null,"abstract":"<div><div> In this article we explore and reflect upon a shared experience of interprofessional simulation-based education (IP-SBE) in the United Kingdom (UK) which caused us to discuss the assertion by the Interprofessional Education Collaborative (IPEC) that “<em>interprofessional learning experiences help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes</em>.” We utilized social identity theory (SIT) to consider the impact of ‘profession' on identity and its role in the behaviors we observed during an IP-SBE conference workshop. In this workshop the personal importance given to one's professional group dominated and hindered the opportunity for interprofessional group working and this reflected our experiences in IP-SBE more widely. Belonging to an 'in-group' is a strong force that, although at times a negative force, could be used to promote the ambitions of IP-SBE. IP-SBE sessions could look to form an 'in-group' based on a characteristic that is not clinical professional background and in doing so be more successful in attaining the aspirations of IPEC and the interprofessional educational community.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101652"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nurses are health workers who often interact with women exposed to violence first, making it essential for them to be competent in managing such cases, starting from their education.
Method
In this randomized controlled, single blind study, a pretest-posttest control group design was used. The intervention group received screen-based simulation training on IPVAW, while the control group received a 50-minute online lecture.
Results
There were significant differences between scale scores over time and between the groups, but not in the group-by-time interaction.
Conclusions
This study highlights screen-based simulations as effective tools for IPVAW education in nursing.
{"title":"Effects of screen-based simulation method on the attitudes and practices of nursing students regarding intimate partner violence: Randomized controlled trial","authors":"Gamze Ağartıoğlu Kundakçı PhD , Aynur Uysal Toraman PhD","doi":"10.1016/j.ecns.2024.101646","DOIUrl":"10.1016/j.ecns.2024.101646","url":null,"abstract":"<div><h3>Background</h3><div>Nurses are health workers who often interact with women exposed to violence first, making it essential for them to be competent in managing such cases, starting from their education.</div></div><div><h3>Method</h3><div>In this randomized controlled, single blind study, a pretest-posttest control group design was used. The intervention group received screen-based simulation training on IPVAW, while the control group received a 50-minute online lecture.</div></div><div><h3>Results</h3><div>There were significant differences between scale scores over time and between the groups, but not in the group-by-time interaction.</div></div><div><h3>Conclusions</h3><div>This study highlights screen-based simulations as effective tools for IPVAW education in nursing.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101646"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101655
Ghazal Hashemi BSc, MSc , Yao Zhang MSc , Yun Wu MSc MD , Wenjing He PhD , Lijun Sun MSc MD , How Lee RN, MN , Barbara Wilson-Keates RN, PhD , Bin Zheng MD PhD
Background
Nursing students often experience anxiety during their transition to real healthcare environments, primarily due to a lack of training with professionals from other specialties. We developed an interprofessional education (IPE) course for nursing students and surgical residents to refine their perioperative skills in a simulation environment. We quantified the impact of this IPE course on students' team performance.
Methods
Fifteen health participants, comprising five surgical residents and 10 nursing students, were organized into 10 interprofessional surgical teams. Each interdisciplinary team performed two open cholecystectomies in simulation, with a brief debriefing phase in between. Team performance and participants' perceptions of IPE training were surveyed. Video analysis identified collaborative behaviors, including anticipatory movements.
Results
Team performance score showed a significant improvement on the second trial, particularly among nursing students. Participants improved their attitudes and readiness regarding the IPE program. Interestingly, nursing students exhibited more anticipatory movements during the second trial, a behavioral improvement not observed in surgical residents.
Conclusion
Perioperative IPE training produce more pronounced improvement observed among nursing students after the debriefing phase.
{"title":"Perioperative inter-professional education training enhance team performance and readiness","authors":"Ghazal Hashemi BSc, MSc , Yao Zhang MSc , Yun Wu MSc MD , Wenjing He PhD , Lijun Sun MSc MD , How Lee RN, MN , Barbara Wilson-Keates RN, PhD , Bin Zheng MD PhD","doi":"10.1016/j.ecns.2024.101655","DOIUrl":"10.1016/j.ecns.2024.101655","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students often experience anxiety during their transition to real healthcare environments, primarily due to a lack of training with professionals from other specialties. We developed an interprofessional education (IPE) course for nursing students and surgical residents to refine their perioperative skills in a simulation environment. We quantified the impact of this IPE course on students' team performance.</div></div><div><h3>Methods</h3><div>Fifteen health participants, comprising five surgical residents and 10 nursing students, were organized into 10 interprofessional surgical teams. Each interdisciplinary team performed two open cholecystectomies in simulation, with a brief debriefing phase in between. Team performance and participants' perceptions of IPE training were surveyed. Video analysis identified collaborative behaviors, including anticipatory movements.</div></div><div><h3>Results</h3><div>Team performance score showed a significant improvement on the second trial, particularly among nursing students. Participants improved their attitudes and readiness regarding the IPE program. Interestingly, nursing students exhibited more anticipatory movements during the second trial, a behavioral improvement not observed in surgical residents.</div></div><div><h3>Conclusion</h3><div>Perioperative IPE training produce more pronounced improvement observed among nursing students after the debriefing phase.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101655"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nursing education should be adjusted to align with national health priorities. In this study, we examined how simulation-based education impacted nursing students' knowledge, skills, and approaches to natural childbirth, as well as their self-confidence, perceptions of positive birth, and educational satisfaction.
Methods
A total of 56 undergraduate nursing students were enrolled in this comparative, quasi-experimental, pre- and post-test designed study and were randomly assigned to a hybrid simulation (HS) or a video-model (VM) group.
Results
Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (p < .05). Natural birth knowledge levels significantly increased in both groups (p < .05). No significant differences in nursing students’ self-confidence and satisfaction levels were found between the two groups (p > .05).
Conclusion
HS improved nursing students’ natural birth approach skills and positively affected their perceptions. Simulation-based education may enhance maternity care practice. Simulation scenarios should be integrated into the nursing curriculum to provide comprehensive support for positive birth experiences.
{"title":"Effects of simulation-based education on nursing students’ perceptions of positive birth and natural birth approaches","authors":"Duygu Güleç Şatır , Şenay Ünsal Atan , Oya Kavlak , Gül Ertem , Hale Sezer , Figen Kazankaya , Sümeyye Tetik , Ruken Yağız Altıntaş , Selin Ahsun","doi":"10.1016/j.ecns.2024.101649","DOIUrl":"10.1016/j.ecns.2024.101649","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education should be adjusted to align with national health priorities. In this study, we examined how simulation-based education impacted nursing students' knowledge, skills, and approaches to natural childbirth, as well as their self-confidence, perceptions of positive birth, and educational satisfaction.</div></div><div><h3>Methods</h3><div>A total of 56 undergraduate nursing students were enrolled in this comparative, quasi-experimental, pre- and post-test designed study and were randomly assigned to a hybrid simulation (HS) or a video-model (VM) group.</div></div><div><h3>Results</h3><div>Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (<em>p</em> < .05). Natural birth knowledge levels significantly increased in both groups (<em>p</em> < .05). No significant differences in nursing students’ self-confidence and satisfaction levels were found between the two groups (<em>p</em> > .05).</div></div><div><h3>Conclusion</h3><div>HS improved nursing students’ natural birth approach skills and positively affected their perceptions. Simulation-based education may enhance maternity care practice. Simulation scenarios should be integrated into the nursing curriculum to provide comprehensive support for positive birth experiences.</div><div><strong>ClinicalTrials.gov</strong> Identifier: NCT06241443</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101649"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101653
Jennifer Dale-Tam RN, MSN, CNCC(c), CCSNE, CHSE
Background
Blood administration is a high-risk procedure. Simulation-based education has been shown to be an effective method of education for applying the knowledge and skills of high-risk procedures in a safe environment. Traditionally debriefings are done post scenario in simulation-based education, but some of the information that a learner and facilitator need to remember in a complex procedure can be forgotten when using this method.
Sample
A convenience sample of two nurse educators and 904 nurses provided feedback.
Method
This innovation report presents a blood transfusion simulation using the in-scenario debriefing method.
Results
The nurse educators found the in-scenario debriefing method easy to implement. The 904 nurses found this method to be effective in meeting their learning needs regarding blood transfusion administration.
Conclusion
The in-scenario debriefing was found to be an effective method of learning for blood transfusion over its four years of use at an academic based hospital.
{"title":"Breaking down blood transfusion administration: An in-scenario debriefing simulation","authors":"Jennifer Dale-Tam RN, MSN, CNCC(c), CCSNE, CHSE","doi":"10.1016/j.ecns.2024.101653","DOIUrl":"10.1016/j.ecns.2024.101653","url":null,"abstract":"<div><h3>Background</h3><div>Blood administration is a high-risk procedure. Simulation-based education has been shown to be an effective method of education for applying the knowledge and skills of high-risk procedures in a safe environment. Traditionally debriefings are done post scenario in simulation-based education, but some of the information that a learner and facilitator need to remember in a complex procedure can be forgotten when using this method.</div></div><div><h3>Sample</h3><div>A convenience sample of two nurse educators and 904 nurses provided feedback.</div></div><div><h3>Method</h3><div>This innovation report presents a blood transfusion simulation using the in-scenario debriefing method.</div></div><div><h3>Results</h3><div>The nurse educators found the in-scenario debriefing method easy to implement. The 904 nurses found this method to be effective in meeting their learning needs regarding blood transfusion administration.</div></div><div><h3>Conclusion</h3><div>The in-scenario debriefing was found to be an effective method of learning for blood transfusion over its four years of use at an academic based hospital.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101653"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.ecns.2024.101647
Sade Simmons MSN, AGNP-C, Marian Tabi PhD, RN, Estelle Bester PhD, RN, Joanne Zanetos DNP, FNP-BC
Background
Studies have shown there is an absence of telehealth education in nursing curricula.
Purpose
This study aimed to enhance the knowledge base of telehealth for undergraduate and graduate nursing students at two regional universities and prepare them for virtual care through didactic and standardized patient simulation.
Methods
A 90-minute educational session was offered. A pre- and post-test was used to determine the students’ knowledge before and after intervention.
Results
Forty students participated in the study. There was an improvement in test scores. A statistically significant difference in mean pre- and post-test scores was determined.
Conclusion
It is imperative to integrate telehealth into the nursing curricula to prepare students for using this modality in all care settings.
{"title":"Integrating telehealth into nursing education through standardized patient simulation","authors":"Sade Simmons MSN, AGNP-C, Marian Tabi PhD, RN, Estelle Bester PhD, RN, Joanne Zanetos DNP, FNP-BC","doi":"10.1016/j.ecns.2024.101647","DOIUrl":"10.1016/j.ecns.2024.101647","url":null,"abstract":"<div><h3>Background</h3><div>Studies have shown there is an absence of telehealth education in nursing curricula.</div></div><div><h3>Purpose</h3><div>This study aimed to enhance the knowledge base of telehealth for undergraduate and graduate nursing students at two regional universities and prepare them for virtual care through didactic and standardized patient simulation.</div></div><div><h3>Methods</h3><div>A 90-minute educational session was offered. A pre- and post-test was used to determine the students’ knowledge before and after intervention.</div></div><div><h3>Results</h3><div>Forty students participated in the study. There was an improvement in test scores. A statistically significant difference in mean pre- and post-test scores was determined.</div></div><div><h3>Conclusion</h3><div>It is imperative to integrate telehealth into the nursing curricula to prepare students for using this modality in all care settings.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101647"},"PeriodicalIF":3.4,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-18DOI: 10.1016/j.ecns.2024.101643
Christina Von Colln-Appling PhD, MSN, RN, Nancy Barker EdD, MSN, RN, CHSE, Adrienne Wharry DNP, RN
Background
By 2030, the nursing profession will look vastly different (NAM, 2021). Nursing school curricula need to be strengthened so graduates are prepared to promote health equity, reduce health disparities, and improve healthcare (NAM, 2021).
Methods
This research examined the impact of a cultural diversity simulation set on nursing students' self-reported cultural competence. Using a quantitative pre-test post-test design, junior and senior level undergraduate prelicensure nursing students completed the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) before and after participating in two simulations centered around diversity.
Results
The results were analyzed using paired t test and Wilcoxon test. The analysis showed post-test scores (M = 3.07) increased from pre-test scores (M = 2.91).
Conclusion
Nursing students should be exposed to a diverse patient population to begin to build the essential skills necessary to care for all patients.
{"title":"Using a diversity, equity, and inclusion simulation set to promote cultural competence among nursing students","authors":"Christina Von Colln-Appling PhD, MSN, RN, Nancy Barker EdD, MSN, RN, CHSE, Adrienne Wharry DNP, RN","doi":"10.1016/j.ecns.2024.101643","DOIUrl":"10.1016/j.ecns.2024.101643","url":null,"abstract":"<div><h3>Background</h3><div>By 2030, the nursing profession will look vastly different (NAM, 2021). Nursing school curricula need to be strengthened so graduates are prepared to promote health equity, reduce health disparities, and improve healthcare (NAM, 2021).</div></div><div><h3>Methods</h3><div>This research examined the impact of a cultural diversity simulation set on nursing students' self-reported cultural competence. Using a quantitative pre-test post-test design, junior and senior level undergraduate prelicensure nursing students completed the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) before and after participating in two simulations centered around diversity.</div></div><div><h3>Results</h3><div>The results were analyzed using paired t test and Wilcoxon test. The analysis showed post-test scores (M = 3.07) increased from pre-test scores (M = 2.91).</div></div><div><h3>Conclusion</h3><div>Nursing students should be exposed to a diverse patient population to begin to build the essential skills necessary to care for all patients.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101643"},"PeriodicalIF":3.4,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703932","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}
Despite the importance of online simulation in nursing education, limited knowledge exists about its use. This study explores the readiness of nursing faculty to use online simulation individually and organizationally. This exploration is essential to enhance the use of this innovative method.
Methods
The study collected data on nursing faculty's perceptions of their readiness to teach online simulation. Participants completed an online survey with two parts: demographic and open-ended questions. The Simulation Culture Organizational Scale Survey (SCORS) measured their organization's readiness for online simulation integration.
Results
The study, which surveyed experienced nursing faculty from baccalaureate programs, revealed a positive perception of their readiness to use online simulation in nursing education. The findings, particularly the favorable SCORS score, indicate a promising outlook for integrating online simulation.
Conclusion
Academic institutions must prioritize preparing faculty and ensuring organizational readiness to integrate online simulation into nursing education to meet the high demand for nurses in the future.
{"title":"Exploring nursing faculty perceived individual and organizational readiness to use online simulation as a teaching strategy","authors":"Luz-Patricia Torres PhD, RNC-OB , Genevieve Zipp PT, EdD, FNAP","doi":"10.1016/j.ecns.2024.101633","DOIUrl":"10.1016/j.ecns.2024.101633","url":null,"abstract":"<div><h3>Introduction</h3><div>Despite the importance of online simulation in nursing education, limited knowledge exists about its use. This study explores the readiness of nursing faculty to use online simulation individually and organizationally. This exploration is essential to enhance the use of this innovative method.</div></div><div><h3>Methods</h3><div>The study collected data on nursing faculty's perceptions of their readiness to teach online simulation. Participants completed an online survey with two parts: demographic and open-ended questions. The Simulation Culture Organizational Scale Survey (SCORS) measured their organization's readiness for online simulation integration.</div></div><div><h3>Results</h3><div>The study, which surveyed experienced nursing faculty from baccalaureate programs, revealed a positive perception of their readiness to use online simulation in nursing education. The findings, particularly the favorable SCORS score, indicate a promising outlook for integrating online simulation.</div></div><div><h3>Conclusion</h3><div>Academic institutions must prioritize preparing faculty and ensuring organizational readiness to integrate online simulation into nursing education to meet the high demand for nurses in the future.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101633"},"PeriodicalIF":3.4,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Handoff extends to non-nurses in the form of interprofessional communication, which is a competency for interprofessional collaborative practice. While occupational therapists (OTs) routinely communicate with registered nurses (RNs), neither profession is formally trained on interprofessional communication techniques.
Sample
Baccalaureate RN students and doctoral OT students from a midwestern, public US university (n = 72).
Method
This innovative communication education (ICE) examined the influence of simulation-enhanced interprofessional education (Sim-IPE) on interprofessional communication (specifically handoff) among RN and OT students. Handoff accuracy and participants’ self-efficacy for competence in collaborative practice behaviors (CPBs) were evaluated.
Results
Interprofessional handoff accuracy improved from pre innovation to post innovation, and changes in CPBs were noted in each interprofessional domain after participation in two Sim-IPE experiences.
Conclusion
This innovative communication education can serve as a tool for interprofessional educators to integrate into their academic curricula, potentially improving interprofessional communication competency as students transition into clinical practice.
{"title":"Simulated interprofessional handoff among nursing and occupational therapy students: Determining students’ self-efficacy for collaborative practice","authors":"Kathryn Vanderzwan DNP, APRN, ACNP-BC, CHSE , Katie Stephens DNP, APRN, AG-ACNP-BC, FNP-C , Katharine Preissner EdD, OTR/L, FAOTA , Susan Kilroy PhD, RN, CHSE","doi":"10.1016/j.ecns.2024.101637","DOIUrl":"10.1016/j.ecns.2024.101637","url":null,"abstract":"<div><h3>Background</h3><div>Handoff extends to non-nurses in the form of interprofessional communication, which is a competency for interprofessional collaborative practice. While occupational therapists (OTs) routinely communicate with registered nurses (RNs), neither profession is formally trained on interprofessional communication techniques.</div></div><div><h3>Sample</h3><div>Baccalaureate RN students and doctoral OT students from a midwestern, public US university (n = 72).</div></div><div><h3>Method</h3><div>This innovative communication education (ICE) examined the influence of simulation-enhanced interprofessional education (Sim-IPE) on interprofessional communication (specifically handoff) among RN and OT students. Handoff accuracy and participants’ self-efficacy for competence in collaborative practice behaviors (CPBs) were evaluated.</div></div><div><h3>Results</h3><div>Interprofessional handoff accuracy improved from pre innovation to post innovation, and changes in CPBs were noted in each interprofessional domain after participation in two Sim-IPE experiences.</div></div><div><h3>Conclusion</h3><div>This innovative communication education can serve as a tool for interprofessional educators to integrate into their academic curricula, potentially improving interprofessional communication competency as students transition into clinical practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101637"},"PeriodicalIF":3.4,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-11DOI: 10.1016/j.ecns.2024.101648
Laura Vogelsang RN, PhD , Sheri Wright RN, MEd , Tracie Risling RN, PhD , Anthony de Padua RN, PhD , Donald Leidl RN, EdD , Jay Wilson EdD , David Thompson RN, PhD
Background
Virtual reality is an emerging technology for nursing education. This technology can provide visual, motor, and auditory immersion into a virtual environment, thereby mimicking reality. Virtual reality may be an effective pedagogical tool for nursing educators to meet the learning needs of nursing students.
Objective
The aim of this scoping review was to map the existing literature on the use of immersive virtual reality implemented within nursing education programs with nursing students.
Design
Scoping review following established methodology.
Data sources
A database search of ERIC (OVID), Medline (OVID), PubMed, Web of Science, and CINAHL Plus with Full Text, and Nursing and Allied Health Database. Records published between January 2010 and August 2022.
Review methods
Two reviewers independently screened titles and abstracts of 2115 articles. Fourteen articles were included in this scoping review.
Results
Five major themes were identified in the thematic analysis: Self-confidence, Skill acquisition, Improved learning outcomes, Perspective taking, and Promoting engagement. Immersive virtual reality is being utilized in a variety of clinical settings and with different intended purposes. Most virtual reality research is focused on end-user satisfaction and perceptions of usability.
Conclusions
This scoping review provides a comprehensive understanding of the use of immersive virtual reality within nursing education. There is a range of definitions of virtual reality utilized within nursing literature. Further research is necessary to study this growing area of technology for nursing education.
{"title":"Exploring the use of immersive virtual reality in nursing education: A scoping review","authors":"Laura Vogelsang RN, PhD , Sheri Wright RN, MEd , Tracie Risling RN, PhD , Anthony de Padua RN, PhD , Donald Leidl RN, EdD , Jay Wilson EdD , David Thompson RN, PhD","doi":"10.1016/j.ecns.2024.101648","DOIUrl":"10.1016/j.ecns.2024.101648","url":null,"abstract":"<div><h3>Background</h3><div>Virtual reality is an emerging technology for nursing education. This technology can provide visual, motor, and auditory immersion into a virtual environment, thereby mimicking reality. Virtual reality may be an effective pedagogical tool for nursing educators to meet the learning needs of nursing students.</div></div><div><h3>Objective</h3><div>The aim of this scoping review was to map the existing literature on the use of immersive virtual reality implemented within nursing education programs with nursing students.</div></div><div><h3>Design</h3><div>Scoping review following established methodology.</div></div><div><h3>Data sources</h3><div>A database search of ERIC (OVID), Medline (OVID), PubMed, Web of Science, and CINAHL Plus with Full Text, and Nursing and Allied Health Database. Records published between January 2010 and August 2022.</div></div><div><h3>Review methods</h3><div>Two reviewers independently screened titles and abstracts of 2115 articles. Fourteen articles were included in this scoping review.</div></div><div><h3>Results</h3><div>Five major themes were identified in the thematic analysis: Self-confidence, Skill acquisition, Improved learning outcomes, Perspective taking, and Promoting engagement. Immersive virtual reality is being utilized in a variety of clinical settings and with different intended purposes. Most virtual reality research is focused on end-user satisfaction and perceptions of usability.</div></div><div><h3>Conclusions</h3><div>This scoping review provides a comprehensive understanding of the use of immersive virtual reality within nursing education. There is a range of definitions of virtual reality utilized within nursing literature. Further research is necessary to study this growing area of technology for nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101648"},"PeriodicalIF":3.4,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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