Clinical Simulation in Nursing最新文献_第5页

Pediatric critical care nursing empowerment through distance education and simulation in Accra, Ghana 在加纳阿克拉通过远程教育和模拟提高儿科危重症护理能力

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-10-03 DOI: 10.1016/j.ecns.2024.101616

Marie Nader MD , Rebecca L. Silvers DNP , Uma P. Phatak MD MHS , Lauren J. White MD , Margret Jaeger DPhil , Travis M. Whitfill MPH MPhil PhDc , Frank Owusu-Sekyere MD , Gifty D. Boateng MSN RN CPAN , Gifty Y. Lano RN BSN CNOR RNFA , Michael F. Canarie MD , Isabel T. Gross MD PhD MPH

Background

The study assessed a distance simulation and education intervention designed to improve nursing empowerment in the pediatric intensive care unit (PICU) in Korle Bu Teaching Hospital (KBTH) in Ghana.

Methods

This was a single center, mixed methods, longitudinal simulation-based pilot study. A distance pediatric critical care nursing curriculum that combined interactive learning via Zoom and distance simulation using the Virtual Resus Room was designed and delivered from the United States to KBTH PICU nursing staff.

Results

The Clinical Teamwork Scale, used to assess team performance after each simulation, demonstrated an upward trend over time in all categories. The modified Simulation Effectiveness Tool was utilized to evaluate the learners' perceptions of the effectiveness of the simulation in meeting their learning objectives. Qualitative content analysis of this free-text feedback highlighted the course's educational content, organizational aspects, learning experience, simulation case scenarios and relevance to pediatric critical care in Ghana.

Conclusions

A distance pediatric critical care nursing curriculum, relevant to local practice and resources, was implemented through an international partnership and contributed to nursing empowerment through improved learning and confidence.

背景该研究评估了旨在提高加纳科勒布教学医院（KBTH）儿科重症监护病房（PICU）护理能力的远程模拟和教育干预措施。设计了一套远程儿科重症监护护理课程，该课程结合了通过 Zoom 进行的互动学习和使用虚拟 Resus 室进行的远程模拟，由美国向 KBTH PICU 的护理人员提供。修改后的 "模拟效果工具 "用于评估学员对模拟教学在实现其学习目标方面的效果的看法。对这些自由文本反馈的定性内容分析强调了课程的教育内容、组织方面、学习体验、模拟案例情景以及与加纳儿科危重症护理的相关性。结论通过国际合作实施了与当地实践和资源相关的远程儿科危重症护理课程，并通过提高学习能力和信心增强了护理能力。

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引用次数: 0

Simulation-based training to improve provider-preparedness for amniotic fluid embolism: A lived experience 通过模拟培训，提高医护人员对羊水栓塞的防范能力：亲身经历

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-27 DOI: 10.1016/j.ecns.2024.101617

Kristen Bertrand DNP, CRNA , Julie Pearson PhD, CRNA , Casey Toler MSN, AGCNS-BC, RNC-OB, IBCLC , Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN

Background

Amniotic fluid embolism (AFE) is a rare, yet deadly obstetric (OB) crisis. Simulation-based training (SBT) can promote provider self-confidence and protocol adherence for multidisciplinary OB care teams during AFE.

Methods

Two multidisciplinary samples of participants were included in this quality improvement project. Sample 1 engaged in SBT for which they were assessed for confidence and protocol adherence at three timepoints: baseline, immediate post-simulation and four months post-simulation. During the implementation phase of this project, an inpatient experienced AFE, leading to increased staff interest in AFE education and training and the need for a second sample.

Results

Sample 1: Significant improvement was shown for all confidence items between baseline and initial post-simulation assessments (p < .05) which was sustained at four months post-simulation. Significant improvement in protocol adherence scores were shown between the baseline and repeat simulations (p = .004) which were sustained at four months. Sample 2: Significant improvement was noted for 4 out of 5 confidence items between pre- and post-simulation confidence assessments (p < .001).

Conclusion

This project demonstrated that SBT contributed to increased confidence in management of AFE.

背景羊水栓塞（AFE）是一种罕见但致命的产科（OB）危机。模拟培训（SBT）可增强产科多学科护理团队在发生 AFE 时的自信心并促进其遵守规程。样本 1 参与了 SBT，并在三个时间点（基线、模拟后即刻和模拟后四个月）对他们的自信心和方案依从性进行了评估。在该项目的实施阶段，一名住院病人经历了 AFE，导致员工对 AFE 教育和培训的兴趣增加，因此需要进行第二次抽样调查。结果样本 1：在基线和模拟后初始评估之间，所有信心项目均有显著改善（p <.05），并在模拟后四个月内保持不变。在基线和重复模拟之间，协议遵守评分有了显著提高（p = .004），并在四个月后保持不变。样本 2：在模拟前和模拟后的信心评估中，5 个信心项目中有 4 个有显著提高（p = .001）。

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引用次数: 0

Examination of the effect of different techniques (demonstration, telesimulation and game-based training) in teaching the management of shoulder dystocia: A randomized controlled trial 研究不同技术（示范、远程模拟和游戏式培训）在肩难产处理教学中的效果：随机对照试验

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-26 DOI: 10.1016/j.ecns.2024.101611

Ilknur M. Gönenç PhD , Menekşe Nazlı Aker PhD , Yeşim Çetinkaya Şen PhD

Background

This study evaluated the effect of demonstration, telesimulation and game-based training in teaching SD management for midwifery students.

Methods

This randomized controlled trial was completed with 123 participants. To collect data, the ‘Introductory Information Form’, ‘Self-efficacy Visual Analog Scale (VAS)’, ‘Shoulder Dystocia Skill Checklist’, and ‘Instructional Materials Motivation Survey (IMMS) were used.

Results

After the training, mean VAS scores of self-efficacy in diagnosing and intervening SD were higher in the telesimulation and demonstration groups, and mean VAS scores of self-efficacy in evaluating the postpartum mother and infant were higher in all intervention groups than in the control group (p < .001). There is a difference between the control group and all intervention groups in terms of total skill score in SD management (p < .001). Demonstration group's mean total score of MMS of students is higher than kahoot and control groups (p < .005).

Conclusion

It was seen that all three methods were more effective than theoretical training in gaining SD management skills, but telesimulation was more effective than other methods.

背景本研究评估了示范、远程模拟和基于游戏的培训对助产士学生SD管理教学的效果。方法本随机对照试验共有123人参加。结果培训后，远程模拟组和示范组在诊断和干预 SD 方面的自我效能 VAS 平均得分高于对照组，所有干预组在评估产后母亲和婴儿方面的自我效能 VAS 平均得分高于对照组（p < .001）。对照组与所有干预组在 SD 管理技能总分上存在差异（p <.001）。结论在获得自毁行为管理技能方面，三种方法都比理论培训更有效，但远程模拟比其他方法更有效。

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引用次数: 0

Evaluating anxiety and self-confidence in nursing students: Adaptation and validation of the NASC-CDM scale for high-fidelity simulation training 评估护理专业学生的焦虑和自信：为高仿真模拟训练改编和验证 NASC-CDM 量表

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-25 DOI: 10.1016/j.ecns.2024.101618

Geert Van de Weyer RN, MSc , Krista White RN, PhD, CCRN, CNE , Erik Franck RN, MScPSY, PhD , Deborah Hilderson RN, MSc, PhD , Filip Haegdorens RN, MSc, PhD

Background

Anxiety and self-confidence impact performance and decision-making during high-fidelity simulation in nursing education. A validated tool to assess these factors is lacking.

Methods

The Nursing Anxiety and Self-Confidence with Clinical Decision-Making© scale (NASC-CDM) was translated, adapted for high-fidelity simulation and validated using a five-step approach. This included a Content Validity Index review by experts and pilot-testing with first-year nursing students. Construct validity and internal consistency were evaluated using Exploratory Factor Analysis and Cronbach's alpha.

Results

A total of 187 first-year nursing students participated. Exploratory Factor Analysis identified constructs for anxiety (two factors, 60.72% variance) and self-confidence (three factors, 61.22% variance). The tool demonstrated high internal consistency, with Cronbach's alpha values of 0.956 for anxiety and 0.955 for self-confidence.

Conclusion

The 19-item Dutch Nursing Anxiety and Self-Confidence with Clinical Decision-Making for High-Fidelity Simulation scale is a valid and reliable instrument measuring anxiety and self-confidence in nursing students during high-fidelity simulation.

背景焦虑和自信会影响护理教育中高保真模拟的表现和决策。方法翻译了护理焦虑和临床决策自信量表（NASC-CDM），并针对高仿真模拟进行了调整，采用五步方法进行了验证。其中包括由专家对内容效度指数进行审查，并在护理专业一年级学生中进行试点测试。使用探索性因子分析和 Cronbach's alpha 评估了结构效度和内部一致性。探索性因子分析确定了焦虑（两个因子，方差占 60.72%）和自信（三个因子，方差占 61.22%）的结构。该工具显示出较高的内部一致性，焦虑的 Cronbach's alpha 值为 0.956，自信的 Cronbach's alpha 值为 0.955。结论由 19 个项目组成的荷兰护理焦虑和自信与高仿真模拟临床决策量表是一种有效、可靠的工具，可用于测量护理专业学生在高仿真模拟过程中的焦虑和自信。

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引用次数: 0

Immersive Virtual Reality Simulation for Suicide Risk Assessment Training: Innovations in Mental Health Nursing Education 用于自杀风险评估培训的沉浸式虚拟现实模拟：心理健康护理教育创新

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-24 DOI: 10.1016/j.ecns.2024.101608

Alexander G. Bahadur , Rachel Antinucci , Fabienne Hargreaves , Michael Mak , Rola Moghabghab , Sanjeev Sockalingam , Petal S. Abdool

Background

The complexity of psychiatric patient presentations requires the standardization of nursing education through simulation-based education to ensure essential skills development. Technological advances like virtual reality offer an innovative opportunity to enhance simulation-based nursing education. Our study aimed to improve nursing education by examining the impact of an immersive virtual reality simulation (iVRS)-based education program regarding suicide risk assessment (SRA) training on the educational outcomes, learner experience, and user satisfaction of nursing students, with comparison to a nonimmersive computer desktop version.

Methods

Two VR SRA case scenarios were developed depicting virtual patients with acutely and chronically elevated suicide risk. These simulations were created in two formats: an iVRS (n = 52) that used a VR headset and handheld controllers, and a computer desktop virtual reality simulation (dVRS, n = 187).

Results

iVRS and dVRS had comparable improvements regarding educational outcomes, user engagement and overall user experience for SRA training.

Conclusions

The benefit of iVRS compared to other simulation modalities in psychiatric nursing education may vary depending on the type of content being taught.

背景精神病患者病情复杂，需要通过模拟教育来实现护理教育的标准化，以确保基本技能的发展。虚拟现实等技术的进步为加强基于模拟的护理教育提供了创新机会。我们的研究旨在通过考察基于沉浸式虚拟现实模拟（iVRS）的自杀风险评估（SRA）培训教育项目对护理学生的教育成果、学习体验和用户满意度的影响，并与非沉浸式计算机桌面版本进行比较，从而改进护理教育。结果iVRS 和 dVRS 在 SRA 培训的教育成果、用户参与度和整体用户体验方面的改进程度相当。结论iVRS 与其他模拟模式相比，在精神科护理教育中的益处可能因教学内容的类型而异。

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引用次数: 0

Embracing quick response technology to bring assessments to life during simulation 在模拟过程中采用快速反应技术，使评估工作生动活泼

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-19 DOI: 10.1016/j.ecns.2024.101613

Lisa A. Brening MSN, RN, Tracey Post MSN, RN

Despite the technological advances in simulation with high-fidelity manikins, moulage, and virtual reality, there continues to be a lack of realism during simulation that allows students to navigate specific scenarios appropriately. Faculty implemented an innovative teaching strategy with third-semester nursing students using QR codes during postpartum simulation to accurately depict OB-specific assessment findings. Faculty observations during the simulation and student feedback received during debriefing revealed that the inclusion of authentic assessment photos enhanced students' clinical judgment when identifying the priority interventions for their patients. QR codes can be used in simulation to provide life-like assessment findings at a low cost to departments and allow students to build on clinical judgment and critical thinking skills.

尽管高仿真人体模型、仿真模型和虚拟现实技术在模拟教学中取得了进步，但在模拟教学中仍然缺乏真实感，无法让学生恰当地驾驭特定场景。教师与护理专业第三学期的学生一起实施了一项创新教学策略，在产后模拟中使用二维码来准确描述产科特定的评估结果。教师在模拟过程中的观察和学生在汇报过程中的反馈显示，真实评估照片的加入增强了学生在确定患者优先干预措施时的临床判断能力。二维码可用于模拟教学，以较低的成本为科室提供栩栩如生的评估结果，并让学生掌握临床判断和批判性思维技能。

引用次数: 0

Combining storytelling and a scenario re-enactment of Mt. Everest expeditions to practice cognitive and social skills 结合讲故事和珠穆朗玛峰探险的情景再现，锻炼认知和社交能力

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-18 DOI: 10.1016/j.ecns.2024.101591

Peter Dieckmann PhD, Dipl-Psych, FSSH, Psychodrama Director , Suzan Suzie Kardong-Edgren PhD. RN, ANEF, FSSH, FAAN , Michelle Aebersold PhD, RN, CHSE, FSSH, FAAN , Scott B. Crawford MD, FACEP, FSSH, CHSOS , William B. Belk M.Sc, CHSE , Bruce R Williams MS, MSN, RN, CHSE, CHSOS , Samantha Smeltzer DNP, RN, CHSE , Matthew D. Charnetski MSMS, NRP, CHSOS, CHSE, FSSH

Background

Healthcare teams need cognitive skills and social skills in acute care and routine situations. This article describes the use of storytelling and the re-enactment of a real-life event to teach such skills.

Method

We describe the preparation, conduct, and debriefing of the simulation.

Results

In our conducts of the simulation most participants found it valuable, but we also saw a low number of participants, who did not engage a lot in simulation.

Conclusion

This concept and the principle of combining story-telling with re-enactment can provide valuable learning opportunities for different target groups in healthcare settings.

背景医疗团队在急症护理和常规情况下需要认知技能和社交技能。方法我们介绍了模拟的准备、实施和汇报过程。结果在我们的模拟实施过程中，大多数参与者都认为它很有价值，但我们也看到了少数参与者，他们并没有过多地参与到模拟中。

引用次数: 0

Psychometric Testing of NASA-TLX to Measure Learners’ Cognitive Load in Individual and Group Nursing Simulations 对 NASA-TLX 进行心理测试，以测量学习者在个人和小组护理模拟中的认知负荷

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-17 DOI: 10.1016/j.ecns.2024.101607

Jeremy W. Hutson MSN, RN, Ashley E. Franklin PhD, RN, CNE, CHSE-A, Beth A. Rogers PhD, RN, CNE, CHSE, Danielle Walker PhD, RN, CNE

Background

The National Aeronautics and Space Administration-Task Load Index (NASATLX) is a subjective instrument for measuring cognitive load. Originally designed for aviation, it has proven a valid and reliable instrument across disciplines. Despite extensive use, its ability to measure cognitive load in group and individual nursing simulation has yet to be explored.

Methods

This secondary analysis investigates NASA-TLX psychometric properties among 488 surveys completed by learners from a Bachelor's nursing program during individual and group simulation. Psychometric tests included item analysis, Cronbach's alpha, inter-item correlations, and exploratory factor analysis.

Results

NASA-TLX demonstrated acceptable reliability and validity in individual simulation; however, there was less reliability in group simulations.

Conclusion

Administration variances across individual and group simulation impact NASATLX validity and reliability.

背景美国国家航空航天局任务负荷指数（NASATLX）是一种测量认知负荷的主观工具。它最初是为航空业设计的，现已证明是一种有效、可靠的跨学科工具。尽管该工具已被广泛使用，但其在小组和个人护理模拟中测量认知负荷的能力仍有待探索。方法本二次分析调查了 NASA-TLX 的心理测量特性，调查对象是本科护理课程的学员在个人和小组模拟中完成的 488 份调查问卷。心理测试包括项目分析、克朗巴赫α、项目间相关性和探索性因子分析。结果NASA-TLX在个人模拟中表现出了可接受的信度和效度；但在小组模拟中的信度较低。结论个人和小组模拟的管理差异会影响NASATLX的效度和信度。

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引用次数: 0

Becoming a team player: Evaluating a simulation interprofessional activity between third year nursing students and second year medical radiation science students - A feasibility study 成为团队成员：评估护理专业三年级学生和医学放射科学专业二年级学生之间的模拟跨专业活动 - 可行性研究

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-14 DOI: 10.1016/j.ecns.2024.101610

Kym Barry , Amy Barnett , Caroline Nabasenja , Pauletta Irwin

Background

Simulation activities allow students to engage in interprofessional learning in safe, low-risk environments conducive to learning. This enables students to make connections between different health professionals outside of the clinical setting to help improve their practical patient centered care.

Sample

Third year nursing and second year medical radiation sciences students.

Method

Participants were invited to take part in an interprofessional simulation activity. Participants could then choose to complete an online survey after the practical simulation activity.

Results

Survey results showed that most participants found the simulation IPL activity to be useful.

Conclusion

Simulation education can be implemented to raise awareness of the roles of nursing and medical radiation science student practitioners by other student practitioners. There is scope to incorporate interprofessional simulation activities in future curriculum educational design to aid student interprofessional awareness, communication and collaboration.

背景模拟活动可以让学生在安全、低风险的环境中进行跨专业学习。这能让学生在临床环境之外建立起不同医疗专业人员之间的联系，帮助他们提高以病人为中心的实际护理水平。方法邀请护理专业三年级学生和医学放射科学专业二年级学生参加跨专业模拟活动。结果调查结果显示，大多数参与者认为模拟 IPL 活动很有用。结论模拟教育可以提高其他从业学生对护理和医学放射科学从业学生角色的认识。在未来的课程教学设计中，可以加入跨专业模拟活动，以帮助学生提高跨专业意识、加强沟通与合作。

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引用次数: 0

Interprofessional Learning for Nursing Students during a Mass Casualty Incident Simulation 护理专业学生在大规模伤亡事件模拟中的跨专业学习

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2024-09-12 DOI: 10.1016/j.ecns.2024.101604

Sabrina D․ Ehmke DNP, RNC-OB, NPD-BC, PHN, Megan Dohm DNP, RN, PHN, CHSE, Jennifer Marr DNP, APRN, CNP, PNP-C

Introduction

Traditional nursing education often lacks interprofessional collaboration across different levels of education. The Interprofessional Education Collaborative (IPEC) provides competencies to foster such collaboration. Updates by the American Association of Colleges of Nursing (AACN) emphasize interprofessional partnerships and population health.

Method

This mixed-methods study involved senior nursing students in a simulated mass casualty incident (MCI) with paramedic students and standardized patients. Pre- and post-surveys measured students' perceptions and preparedness, supplemented by qualitative data from open-ended survey questions. The simulation included Sort, Assess, Life-saving interventions, Treatment triage training and a structured debriefing session.

Results

A total of 35 (62.5%) students completed surveys. Post-simulation, significant improvements were observed in perceived preparedness (p = .00) and team engagement (p = .02). Qualitative analysis identified four themes: Art of nursing, Lived experience of a nurse, Teamwork, and Triage, highlighting enhanced communication and teamwork skills.

Conclusions

The simulated MCI effectively improved students' preparedness and interprofessional collaboration skills, though leadership and critical thinking, showed nonsignificant statistical changes. Future simulations should address design limitations to better reflect real-world dynamics and enhance interprofessional interactions.

引言传统的护理教育往往缺乏跨专业、跨教育层次的合作。跨专业教育合作组织（IPEC）提供了促进这种合作的能力。美国护理学院协会（AACN）的更新强调了跨专业合作和人口健康。方法这项混合方法研究让高年级护理专业学生与护理专业学生和标准化病人一起参与模拟大规模伤亡事件（MCI）。前后调查衡量了学生的看法和准备情况，并通过开放式调查问题补充了定性数据。模拟训练包括分类、评估、救生干预、治疗分流训练和结构化汇报环节。模拟训练后，学生的准备程度（p = .00）和团队参与度（p = .02）均有明显提高。定性分析确定了四个主题：结论模拟 MCI 有效提高了学生的准备状态和跨专业协作技能，但领导力和批判性思维在统计上的变化并不明显。未来的模拟教学应解决设计上的局限性，以更好地反映真实世界的动态，增强专业间的互动。

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引用次数: 0