Pub Date : 2024-10-31DOI: 10.1016/j.ecns.2024.101634
Brittany A. Brennan PhD, RN, CHSE, CNE, Wayne Hintz MSN, RN, Renee’ Zacher MSN, RN
Background
Prebriefing is the phase of simulation before the scenario to assist learners to meet learning objectives. The purpose of this study is to explore nursing students’ experiences with prebriefing and their descriptions of factors in prebriefing they feel facilitate or hinder learning.
Methods
A qualitative descriptive study design using focus groups was guided by Experiential Learning Theory. Participants were purposively sampled from a Midwestern university in the US. Content analysis was used to analyze data.
Results
Twenty-five participants across three focus groups identified four main categories: preparation should give a clear picture of the simulation, get in the right mindset in briefing, there's a disconnect between preparation and briefing, and outcomes of prebriefing. Subcategories further delineated these findings.
Conclusions
Findings underscore the necessity for integrated preparation and briefing phases in prebriefing, emphasizing clarity, relevance, and timing of information delivery. These insights inform the development of tailored prebriefing strategies to enhance educational outcomes in healthcare simulations.
{"title":"Prebriefing in simulation from the nursing student perspective: A qualitative descriptive study","authors":"Brittany A. Brennan PhD, RN, CHSE, CNE, Wayne Hintz MSN, RN, Renee’ Zacher MSN, RN","doi":"10.1016/j.ecns.2024.101634","DOIUrl":"10.1016/j.ecns.2024.101634","url":null,"abstract":"<div><h3>Background</h3><div>Prebriefing is the phase of simulation before the scenario to assist learners to meet learning objectives. The purpose of this study is to explore nursing students’ experiences with prebriefing and their descriptions of factors in prebriefing they feel facilitate or hinder learning.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study design using focus groups was guided by Experiential Learning Theory. Participants were purposively sampled from a Midwestern university in the US. Content analysis was used to analyze data.</div></div><div><h3>Results</h3><div>Twenty-five participants across three focus groups identified four main categories: preparation should give a clear picture of the simulation, get in the right mindset in briefing, there's a disconnect between preparation and briefing, and outcomes of prebriefing. Subcategories further delineated these findings.</div></div><div><h3>Conclusions</h3><div>Findings underscore the necessity for integrated preparation and briefing phases in prebriefing, emphasizing clarity, relevance, and timing of information delivery. These insights inform the development of tailored prebriefing strategies to enhance educational outcomes in healthcare simulations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101634"},"PeriodicalIF":3.4,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552042","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}
The air entering the ECMO circuit is considered a mechanical emergency with a high mortality rate. Team training for nurses is necessary to handle these emergencies.
Method
Quasi-experimental pre- and post-intervention study. Data were collected from October 2021 to February 2022 at a hospital in Rio de Janeiro, Brazil. The intervention was the Rapid Cycle Deliberate Practice simulation training. The analysis included comparing performance between pre and post-test, time to action, and satisfaction and self-confidence. Inferential statistics and intervention effect size were calculated.
Results
28 nurses participated in the research. Performance scores increased by 44.1% in the post-test, with an average reduction of 3.54 minutes in time spent on actions (p < .0001). The effect size of the intervention was high, and participants were satisfied and self-confident.
Conclusion
RCDP can be applied as a simulation strategy for training in the management of an arterial air ECMO emergency, with improved participant performance.
{"title":"Rapid cycle deliberate practice for an ECMO emergency simulation training for nurses: A quasi-experimental study","authors":"Bakker Gabriela Barcellos MSc, RN , Campos Juliana Faria PhD, RN , Oliveira Hudson Carmo PhD, RN , Busquet Ferreira Luciana Lopes MSc,RN , Reis Luciana MSc, RN , Santos Pires Paula Rodrigues MSc, RN","doi":"10.1016/j.ecns.2024.101630","DOIUrl":"10.1016/j.ecns.2024.101630","url":null,"abstract":"<div><h3>Background</h3><div>The air entering the ECMO circuit is considered a mechanical emergency with a high mortality rate. Team training for nurses is necessary to handle these emergencies.</div></div><div><h3>Method</h3><div>Quasi-experimental pre- and post-intervention study. Data were collected from October 2021 to February 2022 at a hospital in Rio de Janeiro, Brazil. The intervention was the Rapid Cycle Deliberate Practice simulation training. The analysis included comparing performance between pre and post-test, time to action, and satisfaction and self-confidence. Inferential statistics and intervention effect size were calculated.</div></div><div><h3>Results</h3><div>28 nurses participated in the research. Performance scores increased by 44.1% in the post-test, with an average reduction of 3.54 minutes in time spent on actions (<em>p</em> < .0001). The effect size of the intervention was high, and participants were satisfied and self-confident.</div></div><div><h3>Conclusion</h3><div>RCDP can be applied as a simulation strategy for training in the management of an arterial air ECMO emergency, with improved participant performance.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101630"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552038","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}
Physical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online learning for many health sciences educators. This study was conducted to compare the effects of two online learning activities addressing interprofessional teamwork on health science students’ attitudes towards teamwork.
Methods
This study was designed as a randomized quasi-experimental study. The nursing (n = 30), physiotherapy and rehabilitation (n = 30), and nutrition-dietetics (n = 30) students were assigned to either online standardized patient simulation (n = 45) or online case analysis (n = 45) groups. Students’ attitudes towards interprofessional teamwork were collected pre- and post-test evaluation using the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ).
Results
No significant differences were found between T-TAQ mean scores prior the intervention (p > .05). However, following the intervention, whilst the T-TAQ mean scores were not found to be statistically significant between the two groups (p > .05), the students’ pretest and posttest T-TAQ mean scores did show a statistically significant difference (p < .05).
Conclusion
We found online learning activities to be a successful alternative to physical interprofesional education activities and a worthwhile opportunity to develop health science students to interprofesional teamwork.
{"title":"Comparing two online learning activities addressing interprofessional approach on health science students’ attitudes towards teamwork","authors":"Derya Uzelli RN, PhD , Esra Akın RN, PhD , Derya Özer Kaya PT, PhD , Gülşah Kaner Tohtak ND, PhD , Bumin Nuri Dündar MD , Duygu Yıldırım RN, PhD , Gamze Çalık ND, MSc , Merve Keskin PT, MSc","doi":"10.1016/j.ecns.2024.101638","DOIUrl":"10.1016/j.ecns.2024.101638","url":null,"abstract":"<div><h3>Background</h3><div>Physical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online learning for many health sciences educators. This study was conducted to compare the effects of two online learning activities addressing interprofessional teamwork on health science students’ attitudes towards teamwork.</div></div><div><h3>Methods</h3><div>This study was designed as a randomized quasi-experimental study. The nursing (<em>n</em> = 30), physiotherapy and rehabilitation (<em>n</em> = 30), and nutrition-dietetics (<em>n</em> = 30) students were assigned to either online standardized patient simulation (<em>n</em> = 45) or online case analysis (<em>n</em> = 45) groups. Students’ attitudes towards interprofessional teamwork were collected pre- and post-test evaluation using the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ).</div></div><div><h3>Results</h3><div>No significant differences were found between T-TAQ mean scores prior the intervention (<em>p</em> > .05). However, following the intervention, whilst the T-TAQ mean scores were not found to be statistically significant between the two groups (<em>p</em> > .05), the students’ pretest and posttest T-TAQ mean scores did show a statistically significant difference (<em>p</em> < .05).</div></div><div><h3>Conclusion</h3><div>We found online learning activities to be a successful alternative to physical interprofesional education activities and a worthwhile opportunity to develop health science students to interprofesional teamwork.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101638"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552040","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 : 2024-10-30DOI: 10.1016/j.ecns.2024.101631
Sookyung Jeong PhD , Chiyoung Cha PhD
Background
We investigated the impact of an immersive virtual reality (IVR)-based scenario simulation education program as an alternative to traditional maternity nursing practicums.
Method
A simulation maternity nursing class at Wonkwang University in South Korea was conducted with 59 junior nursing students (experimental group = 30, control group = 29). This randomized controlled trial evaluated the effects of the IVR simulation on students’ knowledge, satisfaction, self-efficacy, and confidence in delivering nursing care. We conducted data collection from September 2021 to February 2022. SPSS version 25.0 was used for data analysis.
Results
Both groups’ most common previous-semester grade was B, followed by A and C. In the experimental group, 17 participants reported high or very high satisfaction, and 12 in the control group reported high satisfaction. The groups showed significant differences in knowledge (p = .024), satisfaction (p < .001), self-efficacy (p = .018), and confidence (p < .001) in normal vaginal delivery nursing care.
Conclusions
Compared to traditional simulation, IVR simulation can enhance maternity nursing students’ knowledge, satisfaction, self-efficacy, and confidence.
{"title":"Effects of immersive virtual reality simulation–based maternity nursing education: A randomized controlled trial","authors":"Sookyung Jeong PhD , Chiyoung Cha PhD","doi":"10.1016/j.ecns.2024.101631","DOIUrl":"10.1016/j.ecns.2024.101631","url":null,"abstract":"<div><h3>Background</h3><div>We investigated the impact of an immersive virtual reality (IVR)-based scenario simulation education program as an alternative to traditional maternity nursing practicums.</div></div><div><h3>Method</h3><div>A simulation maternity nursing class at Wonkwang University in South Korea was conducted with 59 junior nursing students (experimental group = 30, control group = 29). This randomized controlled trial evaluated the effects of the IVR simulation on students’ knowledge, satisfaction, self-efficacy, and confidence in delivering nursing care. We conducted data collection from September 2021 to February 2022. SPSS version 25.0 was used for data analysis.</div></div><div><h3>Results</h3><div>Both groups’ most common previous-semester grade was B, followed by A and C. In the experimental group, 17 participants reported high or very high satisfaction, and 12 in the control group reported high satisfaction. The groups showed significant differences in knowledge (<em>p</em> = .024), satisfaction (<em>p</em> < .001), self-efficacy (<em>p</em> = .018), and confidence (<em>p</em> < .001) in normal vaginal delivery nursing care<em>.</em></div></div><div><h3>Conclusions</h3><div>Compared to traditional simulation, IVR simulation can enhance maternity nursing students’ knowledge, satisfaction, self-efficacy, and confidence.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101631"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552039","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 : 2024-10-30DOI: 10.1016/j.ecns.2024.101615
Bingbing Li , Jiabao Ju , Xiaohong Sun , Jinyu Guo , Chao Gao , Sanli Jin , Yan Zhang
Aim
This study aimed to scrutinize the extent of engagement in the implementation of scenario-based simulation training within hospital settings and the status of occupational burnout and psychological capital among nursing instructors.
Methods
This research spanned from August 2022 to June 2023. A total of 172 nursing instructors from 67 hospitals participated in an electronic survey, which included knowledge, attitudes, and practices questionnaires related to scenario-based simulation training, the Maslach burnout inventory-general survey for assessing occupational burnout, and the 24-item Psychological Capital Questionnaire.
Results
The findings revealed that the average scores for knowledge and attitude in scenario-based simulation training among the 172 nursing instructors were (54.85 ± 13.26) and (76.55 ± 28.82), respectively. Out of these, 105 instructors (61.0%) have engaged in scenario-based simulation training, with an average practice score of (64.0 ± 25.4). Psychological capital emerged as a significant influencing factor on the attitudes and practices of nursing instructors in scenario-based simulation training (p = .046, p = .004, respectively). Positive correlations were observed between knowledge, attitude, and practice, while a positive association was noted between occupational burnout and psychological capital.
Conclusion
Nursing instructors exhibited a relatively low proficiency in knowledge acquisition, positive attitudinal disposition, and inadequacy in engagement concerning scenario-based simulation training. The study advocated for the augmentation of standardized training programs tailored specifically for nursing instructors in scenario-based simulation training. Additionally, the study underscored the importance of prioritizing interventions that could enhance the psychological capital of nursing instructors as a pivotal strategy to ameliorate the overall quality of simulation training.
{"title":"Scenario-based simulation training, occupational burnout and psychological capital in hospital-based nursing instructors: A cross-sectional study","authors":"Bingbing Li , Jiabao Ju , Xiaohong Sun , Jinyu Guo , Chao Gao , Sanli Jin , Yan Zhang","doi":"10.1016/j.ecns.2024.101615","DOIUrl":"10.1016/j.ecns.2024.101615","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to scrutinize the extent of engagement in the implementation of scenario-based simulation training within hospital settings and the status of occupational burnout and psychological capital among nursing instructors.</div></div><div><h3>Methods</h3><div>This research spanned from August 2022 to June 2023. A total of 172 nursing instructors from 67 hospitals participated in an electronic survey, which included knowledge, attitudes, and practices questionnaires related to scenario-based simulation training, the Maslach burnout inventory-general survey for assessing occupational burnout, and the 24-item Psychological Capital Questionnaire.</div></div><div><h3>Results</h3><div>The findings revealed that the average scores for knowledge and attitude in scenario-based simulation training among the 172 nursing instructors were (54.85 ± 13.26) and (76.55 ± 28.82), respectively. Out of these, 105 instructors (61.0%) have engaged in scenario-based simulation training, with an average practice score of (64.0 ± 25.4). Psychological capital emerged as a significant influencing factor on the attitudes and practices of nursing instructors in scenario-based simulation training (<em>p</em> = .046, <em>p</em> = .004, respectively). Positive correlations were observed between knowledge, attitude, and practice, while a positive association was noted between occupational burnout and psychological capital.</div></div><div><h3>Conclusion</h3><div>Nursing instructors exhibited a relatively low proficiency in knowledge acquisition, positive attitudinal disposition, and inadequacy in engagement concerning scenario-based simulation training. The study advocated for the augmentation of standardized training programs tailored specifically for nursing instructors in scenario-based simulation training. Additionally, the study underscored the importance of prioritizing interventions that could enhance the psychological capital of nursing instructors as a pivotal strategy to ameliorate the overall quality of simulation training.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101615"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552041","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}
Clinical simulations are often perceived by faculty as a substitute in the absence of live rotations in healthcare training, rather than the primary medium. This study aimed to evaluate efficacy of prenatal simulations by comparing prenatal exam outcomes when students experienced live prenatal clinicals to competency exam outcomes when students experienced simulation prenatal clinical only.
Method
A retrospective cohort study was used to examine data collected before and after simulation-based training that substituted for live clinical training with Family Nurse Practitioner (FNP) students. Data was collected from FNP nursing student scores on a predictor national certification exam in the prenatal category between 2015 and 2022 (4 years prior to and 4 years during simulation clinicals).
Results
During live clinical rotations, the average Prenatal Score was 66.4, and during simulation clinicals, the average Prenatal Score increased to 78.2. There was a significant difference in the average Prenatal Scores (p < .0001).
Conclusions
Case-based simulation experiences in prenatal clinical training improved student scores in the prenatal category within the predictor national certification exam taken by FNP students.
{"title":"Efficacy of simulation over live clinical rotations in nurse practitioner prenatal education: A retrospective cohort study","authors":"Diana I.G. Lithgow PhD, DNP, RN, FNP-BC, FAANP , Georgia Mueller Luckey PhD, MS , Khoa Dang DNP, APRN-CNP, FNP-C","doi":"10.1016/j.ecns.2024.101640","DOIUrl":"10.1016/j.ecns.2024.101640","url":null,"abstract":"<div><h3>Background</h3><div>Clinical simulations are often perceived by faculty as a substitute in the absence of live rotations in healthcare training, rather than the primary medium. This study aimed to evaluate efficacy of prenatal simulations by comparing prenatal exam outcomes when students experienced live prenatal clinicals to competency exam outcomes when students experienced simulation prenatal clinical only.</div></div><div><h3>Method</h3><div>A retrospective cohort study was used to examine data collected before and after simulation-based training that substituted for live clinical training with Family Nurse Practitioner (FNP) students. Data was collected from FNP nursing student scores on a predictor national certification exam in the prenatal category between 2015 and 2022 (4 years prior to and 4 years during simulation clinicals).</div></div><div><h3>Results</h3><div>During live clinical rotations, the average Prenatal Score was 66.4, and during simulation clinicals, the average Prenatal Score increased to 78.2. There was a significant difference in the average Prenatal Scores (<em>p</em> < .0001).</div></div><div><h3>Conclusions</h3><div>Case-based simulation experiences in prenatal clinical training improved student scores in the prenatal category within the predictor national certification exam taken by FNP students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101640"},"PeriodicalIF":3.4,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142538556","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}
Pub Date : 2024-10-28DOI: 10.1016/j.ecns.2024.101628
Loretta Aller PhD, RN, CHSE , Ashley E. Franklin PhD, RN, CNE, CHSE-A , Cynthia E. Johnson PhD, RN, CHSE , Paulo Gonzalez MA, EMT-B , Gina Nix LP
Training scars represent residual performance habits and psychological damage when facilitators or peers fail to help learners improve during training. Originally recognized by emergency response professionals, training scars negatively influence providers’ mental health, workforce attrition, patient safety, and the future of our professions. Simulation facilitators need to be mindful that learners experience training scars, particularly when patient safety events occur in simulation without enough debriefing or expert facilitation to unpack associated emotions. The purpose of this conceptual paper is to raise awareness of training scars across disciplines and to tell the story of how expert facilitation can prevent training scars after patient safety events. An interprofessional exemplar is presented with recommendations for operationalizing the Healthcare Simulation Standards of Best PracticeTM (HSSOBPTM) to avoid simulation training scars.
{"title":"Operationalizing the Healthcare Simulation Standards of Best Practice (HSSOBPTM) to avoid training scars: An interprofessional exemplar","authors":"Loretta Aller PhD, RN, CHSE , Ashley E. Franklin PhD, RN, CNE, CHSE-A , Cynthia E. Johnson PhD, RN, CHSE , Paulo Gonzalez MA, EMT-B , Gina Nix LP","doi":"10.1016/j.ecns.2024.101628","DOIUrl":"10.1016/j.ecns.2024.101628","url":null,"abstract":"<div><div>Training scars represent residual performance habits and psychological damage when facilitators or peers fail to help learners improve during training. Originally recognized by emergency response professionals, training scars negatively influence providers’ mental health, workforce attrition, patient safety, and the future of our professions. Simulation facilitators need to be mindful that learners experience training scars, particularly when patient safety events occur in simulation without enough debriefing or expert facilitation to unpack associated emotions. The purpose of this conceptual paper is to raise awareness of training scars across disciplines and to tell the story of how expert facilitation can prevent training scars after patient safety events. An interprofessional exemplar is presented with recommendations for operationalizing the Healthcare Simulation Standards of Best Practice<sup>TM</sup> (HSSOBP<sup>TM</sup>) to avoid simulation training scars.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101628"},"PeriodicalIF":3.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532647","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}
The complex nature of delivering healthcare requires teamwork within and between disciplines. None as important is teamwork between registered nurses and junior doctors. Understanding each other perspectives, practices and purpose offers the prospect of improved patient care. Opportunities for undergraduate interprofessional education allows the exchange of discipline specific knowledge to inform practice.
Aim
To explore the views and attitudes of nursing and medical students before and after participation in a simulated ward-based interprofessional activity.
Method
Final semester nursing and medical students from different universities were invited to record their views and attitudes before and after participation in an interprofessional simulated ward-based learning activity. A comparison of pretest, post-test scores obtained from the revised Readiness for Interprofessional Learning Scale was undertaken. Content analysis was used to explore post-test responses to open-ended questions.
Results
Matched comparisons of 205 pre and post-test responses showed nursing and medical students’ subscale scores for positive professional identity increased significantly (p = .02 vs. p < .001) reflecting a change in views and attitudes post simulated ward-based interprofessional activity.
Conclusions
Interprofessional simulated ward-based activities allow opportunities for learning and collaboration in preparation for professional practice outside real-world settings.
背景提供医疗服务的复杂性要求学科内部和学科之间的团队合作。注册护士和初级医生之间的团队合作同样重要。了解彼此的观点、做法和目的，有望改善对病人的护理。方法邀请来自不同大学的护理专业和医学专业的学生记录他们在参加跨专业模拟病房学习活动前后的观点和态度。比较了修订后的跨专业学习准备度量表的前测和后测得分。结果205份测试前和测试后回答的匹配比较显示，护理专业学生和医科学生的积极专业认同感分量表得分显著增加（p = .02 vs. p <.001），反映了模拟病房跨专业活动后观点和态度的变化。
{"title":"Nursing and medical students’ views before and after participation in a simulated ward-based interprofessional learning activity: An exploratory study","authors":"Hugh Davies PhD, MHM, PostGradDip(Intensive Care), GradCert Academic Practice, GradCert Clinical Simulation, RN , Olivia Gallagher PhD, RN , Amanda Cole PhD, RN, RT , Carol Crevacore PhD, MHPed, GCTT, BN, RN , Evelyn Kang PhD, RN , Kate Jutsum FACEM","doi":"10.1016/j.ecns.2024.101632","DOIUrl":"10.1016/j.ecns.2024.101632","url":null,"abstract":"<div><h3>Background</h3><div>The complex nature of delivering healthcare requires teamwork within and between disciplines. None as important is teamwork between registered nurses and junior doctors. Understanding each other perspectives, practices and purpose offers the prospect of improved patient care. Opportunities for undergraduate interprofessional education allows the exchange of discipline specific knowledge to inform practice.</div></div><div><h3>Aim</h3><div>To explore the views and attitudes of nursing and medical students before and after participation in a simulated ward-based interprofessional activity.</div></div><div><h3>Method</h3><div>Final semester nursing and medical students from different universities were invited to record their views and attitudes before and after participation in an interprofessional simulated ward-based learning activity. A comparison of pretest, post-test scores obtained from the revised Readiness for Interprofessional Learning Scale was undertaken. Content analysis was used to explore post-test responses to open-ended questions.</div></div><div><h3>Results</h3><div>Matched comparisons of 205 pre and post-test responses showed nursing and medical students’ subscale scores for positive professional identity increased significantly (p = .02 vs. p < .001) reflecting a change in views and attitudes post simulated ward-based interprofessional activity.</div></div><div><h3>Conclusions</h3><div>Interprofessional simulated ward-based activities allow opportunities for learning and collaboration in preparation for professional practice outside real-world settings.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101632"},"PeriodicalIF":3.4,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532646","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}
Pub Date : 2024-10-10DOI: 10.1016/j.ecns.2024.101623
Fanny Mikula MD , Alex Farr MD, PhD, MPH , Tim Dorittke MD , Anja Catic MD , Florian Heinzl Mag. , Bernhard Roessler MD, PhD , Katharina Adelwoehrer MD , Philipp Foessleitner MD , Eva Karner MD , Veronica Falcone MD, PhD
Background
Simulation training is an important aspect of obstetric education but high-fidelity simulation is resource-intensive. This study aimed to evaluate Virtual Reality (VR) technology for simulation training of shoulder dystocia (SD).
Methods
Trainees were instructed on the technological aspects. Consequently, they managed a SD scenario in VR, following a standardized algorithm. Self-evaluation of nontechnical skills and task demands was conducted using the modified Human Factors Skills for Healthcare Instrument and the NASA Task Load Index questionnaire.
Results
We included 44 participants, who completed the scenario within a five minute time-limit. There was a significant decrease in time-to-delivery, from 136 (106-181) seconds on the first to 88 (69-135) seconds on the second attempt. Qualitative analysis indicated a high self-perceived initial human skills level and a high degree of effort with 11 (7-13) points, mental (12 [7-15]), and temporal (11.5 [9-15]) demands during training.
Conclusions
VR is a modern, feasible, and effective option for simulation training for SD. Randomized controlled trials are required to further evaluate this training modality in obstetric medical education.
{"title":"Training of Shoulder Dystocia Using Virtual Reality: A Feasibility Study","authors":"Fanny Mikula MD , Alex Farr MD, PhD, MPH , Tim Dorittke MD , Anja Catic MD , Florian Heinzl Mag. , Bernhard Roessler MD, PhD , Katharina Adelwoehrer MD , Philipp Foessleitner MD , Eva Karner MD , Veronica Falcone MD, PhD","doi":"10.1016/j.ecns.2024.101623","DOIUrl":"10.1016/j.ecns.2024.101623","url":null,"abstract":"<div><h3>Background</h3><div>Simulation training is an important aspect of obstetric education but high-fidelity simulation is resource-intensive. This study aimed to evaluate Virtual Reality (VR) technology for simulation training of shoulder dystocia (SD).</div></div><div><h3>Methods</h3><div>Trainees were instructed on the technological aspects. Consequently, they managed a SD scenario in VR, following a standardized algorithm. Self-evaluation of nontechnical skills and task demands was conducted using the modified Human Factors Skills for Healthcare Instrument and the NASA Task Load Index questionnaire.</div></div><div><h3>Results</h3><div>We included 44 participants, who completed the scenario within a five minute time-limit. There was a significant decrease in time-to-delivery, from 136 (106-181) seconds on the first to 88 (69-135) seconds on the second attempt. Qualitative analysis indicated a high self-perceived initial human skills level and a high degree of effort with 11 (7-13) points, mental (12 [7-15]), and temporal (11.5 [9-15]) demands during training.</div></div><div><h3>Conclusions</h3><div>VR is a modern, feasible, and effective option for simulation training for SD. Randomized controlled trials are required to further evaluate this training modality in obstetric medical education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"96 ","pages":"Article 101623"},"PeriodicalIF":3.4,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416788","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}
Pub Date : 2024-10-10DOI: 10.1016/j.ecns.2024.101612
Elizabeth M. Long DNP, APRN, GNP-BC, CNS, CNE, Kacie Calloway MSN, RN, Jennifer M. Thedford MSN, RN, CCRN-K, Carmen Rolf MSN, RN, Bethany W. Steely MSN, RN, CCRN-K, Jennifer Huff MSN, APRN, FNP-BC
Background
Both the faculty shortage and limited clinical placement opportunities for students impact the use of simulation in nursing programs. Despite widespread use, many nursing faculty do not have training in simulation best practices and have limited skills and confidence in the use of simulation.
Method
As part of a Texas Higher Education Coordinating Board Grant, a Simulation Series was developed for nurse educators and graduate nurse educator students with the objective of increasing knowledge, confidence and skill as a nurse educator utilizing simulation as a teaching strategy. The series was developed based on the Healthcare Simulation Standards of Best Practice™. The education was designed to be a four-part Simulation Series combining both in person and virtual components. Completion of the series provided 20 contact hours of Nursing Professional Development (NPD).
Results
Twelve participants completed all 4 modules in the series, limiting the generalizability of the data. However, data suggest an overall improvement in knowledge, confidence, and skills.
Conclusions
Development of clinically and technologically relevant simulation education based on set standards can challenge nurse educators. Nursing professional development can be a tool to close the knowledge, skills, and practice gap.
背景师资短缺和学生临床实习机会有限都影响了模拟在护理课程中的应用。作为德克萨斯州高等教育协调委员会拨款的一部分，我们为护士教育者和护士教育者研究生开发了一套模拟系列课程，目的是提高护士教育者将模拟作为教学策略的知识、信心和技能。该系列课程是根据《医疗保健模拟最佳实践标准》（Healthcare Simulation Standards of Best Practice™）开发的。该教学设计为由四个部分组成的模拟系列，结合了现场和虚拟部分。完成该系列课程可获得 20 个护理专业发展（NPD）接触学时。结果12 名参与者完成了该系列课程的全部 4 个模块，这限制了数据的普遍性。结论根据既定标准开发与临床和技术相关的模拟教育会对护士教育者提出挑战。护理专业发展可以成为缩小知识、技能和实践差距的工具。
{"title":"Bridging nursing professional development and Healthcare Simulation Standards of Best Practice™","authors":"Elizabeth M. Long DNP, APRN, GNP-BC, CNS, CNE, Kacie Calloway MSN, RN, Jennifer M. Thedford MSN, RN, CCRN-K, Carmen Rolf MSN, RN, Bethany W. Steely MSN, RN, CCRN-K, Jennifer Huff MSN, APRN, FNP-BC","doi":"10.1016/j.ecns.2024.101612","DOIUrl":"10.1016/j.ecns.2024.101612","url":null,"abstract":"<div><h3>Background</h3><div>Both the faculty shortage and limited clinical placement opportunities for students impact the use of simulation in nursing programs. Despite widespread use, many nursing faculty do not have training in simulation best practices and have limited skills and confidence in the use of simulation.</div></div><div><h3>Method</h3><div>As part of a Texas Higher Education Coordinating Board Grant, a Simulation Series was developed for nurse educators and graduate nurse educator students with the objective of increasing knowledge, confidence and skill as a nurse educator utilizing simulation as a teaching strategy. The series was developed based on the Healthcare Simulation Standards of Best Practice™. The education was designed to be a four-part Simulation Series combining both in person and virtual components. Completion of the series provided 20 contact hours of Nursing Professional Development (NPD).</div></div><div><h3>Results</h3><div>Twelve participants completed all 4 modules in the series, limiting the generalizability of the data. However, data suggest an overall improvement in knowledge, confidence, and skills.</div></div><div><h3>Conclusions</h3><div>Development of clinically and technologically relevant simulation education based on set standards can challenge nurse educators. Nursing professional development can be a tool to close the knowledge, skills, and practice gap.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"96 ","pages":"Article 101612"},"PeriodicalIF":3.4,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416641","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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