Pub Date : 2024-08-21DOI: 10.1016/j.ecns.2024.101594
Katrina Herweh MASW , Elizabeth Reynolds BA , Jenny O'Rourke PhD
Background
Nurses and social workers are frontline providers to at-risk patients of substance and alcohol abuse but have limited education.
Methods
A one-semester program incorporated multimodal education and simulated patients teaching graduate nursing and social work students SBIRT and interprofessional skills. Students completed the Interprofessional Collaborative Competency Assessment Scale pre- and post-program measuring interprofessional competencies.
Results
One hundred graduate students (58 social work, 42 nursing) participated across two cohorts. There was significant increase in total competency post-program, t(99) = 7.19, p < .001, and among all subscales.
Conclusion
Multimodal education with simulation increases graduate students’ interprofessional competency, preparing them for careers with at-risk patients.
{"title":"Enhancing graduate nursing and social work students’ collaboration through screening, brief intervention, and referral to treatment and simulated education","authors":"Katrina Herweh MASW , Elizabeth Reynolds BA , Jenny O'Rourke PhD","doi":"10.1016/j.ecns.2024.101594","DOIUrl":"10.1016/j.ecns.2024.101594","url":null,"abstract":"<div><h3>Background</h3><p>Nurses and social workers are frontline providers to at-risk patients of substance and alcohol abuse but have limited education.</p></div><div><h3>Methods</h3><p>A one-semester program incorporated multimodal education and simulated patients teaching graduate nursing and social work students SBIRT and interprofessional skills. Students completed the Interprofessional Collaborative Competency Assessment Scale pre- and post-program measuring interprofessional competencies.</p></div><div><h3>Results</h3><p>One hundred graduate students (58 social work, 42 nursing) participated across two cohorts. There was significant increase in total competency post-program, t(99) = 7.19, <em>p</em> < .001, and among all subscales.</p></div><div><h3>Conclusion</h3><p>Multimodal education with simulation increases graduate students’ interprofessional competency, preparing them for careers with at-risk patients.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101594"},"PeriodicalIF":3.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020748","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 : 2024-08-17DOI: 10.1016/j.ecns.2024.101595
Zhipeng Lu , Jinsil Hwaryoung Seo , Parya Khandan , Tara Maxa , Brittany Garcia-Pi , Elizabeth Wells-Beede
Background
This article examines an interdisciplinary team's collaboration experience in the development of a virtual reality (VR) training platform for postpartum hemorrhage management. The project started during the COVID-19 pandemic to support remote training in nursing.
Methods & Processes
Comprised of multidisciplinary specialists, the team collaborated through virtual meetings and digital tools such as an online whiteboard. The project went through three processes: (a) initial process, in which the team established the mutual goal, determined the targeted training, understood the subject matter, and created the framework; (b) VR development process, in which members contributed their expertise to map the task flow, create 3D objects, and develop the VR prototype; and (c) evaluation process, in which tests were performed among team members, subject matter experts, and undergraduate nursing students, to gain insights and fix problems.
Conclusion
Lessons learned from this interdisciplinary collaboration include the accommodation of different objectives, workload expectations and distribution, changes of team members, and evaluation implementation.
{"title":"The work behind an interdisciplinary team: Creating a postpartum hemorrhage virtual reality training platform","authors":"Zhipeng Lu , Jinsil Hwaryoung Seo , Parya Khandan , Tara Maxa , Brittany Garcia-Pi , Elizabeth Wells-Beede","doi":"10.1016/j.ecns.2024.101595","DOIUrl":"10.1016/j.ecns.2024.101595","url":null,"abstract":"<div><h3>Background</h3><p>This article examines an interdisciplinary team's collaboration experience in the development of a virtual reality (VR) training platform for postpartum hemorrhage management. The project started during the COVID-19 pandemic to support remote training in nursing.</p></div><div><h3>Methods & Processes</h3><p>Comprised of multidisciplinary specialists, the team collaborated through virtual meetings and digital tools such as an online whiteboard. The project went through three processes: (a) initial process, in which the team established the mutual goal, determined the targeted training, understood the subject matter, and created the framework; (b) VR development process, in which members contributed their expertise to map the task flow, create 3D objects, and develop the VR prototype; and (c) evaluation process, in which tests were performed among team members, subject matter experts, and undergraduate nursing students, to gain insights and fix problems.</p></div><div><h3>Conclusion</h3><p>Lessons learned from this interdisciplinary collaboration include the accommodation of different objectives, workload expectations and distribution, changes of team members, and evaluation implementation.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101595"},"PeriodicalIF":3.4,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998470","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}
Simulation provides learners with a realistic learning environment where they experience real-life situations. Cardiopulmonary resuscitation (CPR) is performed to maintain respiration and circulation. Nursing students may experience CPR unexpectedly. Simulation types are increasing in line with the needs of nursing education. The study aims to compare the effects of haptic virtual simulations (HVS) versus high-fidelity simulations (HFS) in CPR training of nursing students on their knowledge, skills, satisfaction, and self-confidence levels.
Methods
The study sample consisted of 60 students, 30 in the HVS group and 30 in the HFS group. The same scenario was used in both simulations. Data were collected with the Sociodemographic Data Form, the Cardiopulmonary Resuscitation Knowledge Test, the Cardiopulmonary Resuscitation Skills Checklist, and the Student Satisfaction and Self Confidence in Learning Scale.
Results
The CPR knowledge level of both groups increased significantly after the simulation (p < 0.05). No significant difference was found between the practice skill levels between the groups (p > 0.05). The satisfaction and self-confidence levels of the students in HFS group were significantly higher than in HVS group (p < 0.05).
Conclusions
Haptic virtual and high fidelity CPR training simulations equally affect students' knowledge and skill levels. On the other hand, students' satisfaction and self-confidence levels in learning increased more with high-fidelity simulators.
{"title":"Comparison of the Effects of Haptic Virtual Versus High-Fidelity Simulations on Knowledge, Skills and Satisfaction of Nursing Students in Cardiopulmonary Resuscitation Training","authors":"Ayşe Kabuk PhD , Sena Melike Taşcı MsN , İlayda Türkoğlu PhD , Sonay Göktaş PhD , Merdiye Şendir PhD","doi":"10.1016/j.ecns.2024.101586","DOIUrl":"10.1016/j.ecns.2024.101586","url":null,"abstract":"<div><h3>Background</h3><p>Simulation provides learners with a realistic learning environment where they experience real-life situations. Cardiopulmonary resuscitation (CPR) is performed to maintain respiration and circulation. Nursing students may experience CPR unexpectedly. Simulation types are increasing in line with the needs of nursing education. The study aims to compare the effects of haptic virtual simulations (HVS) versus high-fidelity simulations (HFS) in CPR training of nursing students on their knowledge, skills, satisfaction, and self-confidence levels.</p></div><div><h3>Methods</h3><p>The study sample consisted of 60 students, 30 in the HVS group and 30 in the HFS group. The same scenario was used in both simulations. Data were collected with the Sociodemographic Data Form, the Cardiopulmonary Resuscitation Knowledge Test, the Cardiopulmonary Resuscitation Skills Checklist, and the Student Satisfaction and Self Confidence in Learning Scale.</p></div><div><h3>Results</h3><p>The CPR knowledge level of both groups increased significantly after the simulation (<em>p</em> < 0.05). No significant difference was found between the practice skill levels between the groups (<em>p</em> > 0.05). The satisfaction and self-confidence levels of the students in HFS group were significantly higher than in HVS group (<em>p</em> < 0.05).</p></div><div><h3>Conclusions</h3><p>Haptic virtual and high fidelity CPR training simulations equally affect students' knowledge and skill levels. On the other hand, students' satisfaction and self-confidence levels in learning increased more with high-fidelity simulators.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101586"},"PeriodicalIF":3.4,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002033","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 : 2024-08-17DOI: 10.1016/j.ecns.2024.101588
Kathleen A. Schachman PhD, FNP-BC, PMHNP-BC, FIAAN, FAANP , Kimberly Martini LMSW, CPC-R, QIDP , Sherry Kaufman DNP, APRN, FNP-BC , Matthew L. Mitchell DHA, LMSW, MBA, CAADC, CCS , Jill A. Covyeou Pharm.D. , Adrienne Galbraith MSN, RN, CHSE , Jennifer Feeney MSN , Jill M. Brown PhD, MSOT, OTRL , Trisha K. Charbonneau-Ivey BA, MSHAL
Background
Stigma surrounding substance use disorders (SUDs) hinders treatment. This study explores perceptions of health professions students following simulation-based training involving individuals with lived experience of addiction and recovery.
Methods
Thematic analysis of self-reflection narratives was conducted to identify themes.
Results
Thirty-three graduate students from various health disciplines participated. Four themes were identified: humanizing addiction, cultivation of hope, attitude of gratitude, and transformation and growth. Findings highlight contact-based simulations' potential to challenge stereotypes and foster empathy.
Conclusion
Integrating stigma reduction interventions into health curricula is crucial. Contact-based simulation training shapes positive attitudes towards individuals with SUDs.
{"title":"Health professions students' perspectives of a stigma-reducing simulation including simulated patients with lived experience of addiction and recovery","authors":"Kathleen A. Schachman PhD, FNP-BC, PMHNP-BC, FIAAN, FAANP , Kimberly Martini LMSW, CPC-R, QIDP , Sherry Kaufman DNP, APRN, FNP-BC , Matthew L. Mitchell DHA, LMSW, MBA, CAADC, CCS , Jill A. Covyeou Pharm.D. , Adrienne Galbraith MSN, RN, CHSE , Jennifer Feeney MSN , Jill M. Brown PhD, MSOT, OTRL , Trisha K. Charbonneau-Ivey BA, MSHAL","doi":"10.1016/j.ecns.2024.101588","DOIUrl":"10.1016/j.ecns.2024.101588","url":null,"abstract":"<div><h3>Background</h3><p>Stigma surrounding substance use disorders (SUDs) hinders treatment. This study explores perceptions of health professions students following simulation-based training involving individuals with lived experience of addiction and recovery.</p></div><div><h3>Methods</h3><p>Thematic analysis of self-reflection narratives was conducted to identify themes.</p></div><div><h3>Results</h3><p>Thirty-three graduate students from various health disciplines participated. Four themes were identified: humanizing addiction, cultivation of hope, attitude of gratitude, and transformation and growth. Findings highlight contact-based simulations' potential to challenge stereotypes and foster empathy.</p></div><div><h3>Conclusion</h3><p>Integrating stigma reduction interventions into health curricula is crucial. Contact-based simulation training shapes positive attitudes towards individuals with SUDs.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101588"},"PeriodicalIF":3.4,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S187613992400080X/pdfft?md5=5207c2dc60b05cebee3056f80c531f3e&pid=1-s2.0-S187613992400080X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998469","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 : 2024-08-17DOI: 10.1016/j.ecns.2024.101585
Hyun Joo Yang PhD, Mi Hyang Choi PhD, Mi Sung Bang PhD
Background
Simulation education, based on experiential learning, helps nursing students develop coping strategies through reflective problem-solving in a safe environment. This enhances their ability to respond to similar new experiences and improves their caring abilities. Most nursing schools use simulation education, although the applications vary. This study identified a more effective simulation teaching method for nursing students by comparing the effects between two groups: one that performs one role per scenario and another that rotates through multiple roles per scenario.
Methods
Using a randomized control group pre-post design, we equally divided 62 students aged ≥19 years enrolled at a university in Changwon city, South Korea into a single-scenario role rotation group (SRRG) and a multiscenario role fixation group (MRFG). Data were analyzed by performing χ2 tests, independent t-tests, and paired t-tests.
Results
Learning confidence and critical thinking significantly changed in the SRRG; clinical competency significantly changed in the MRFG.
Conclusions
Exposure to multiple scenario simulations improves clinical competency. Changing roles in a single scenario boost learning confidence and critical thinking disposition.
{"title":"Comparative study on the effects of role changes in simulation training among Korean nursing students","authors":"Hyun Joo Yang PhD, Mi Hyang Choi PhD, Mi Sung Bang PhD","doi":"10.1016/j.ecns.2024.101585","DOIUrl":"10.1016/j.ecns.2024.101585","url":null,"abstract":"<div><h3>Background</h3><p>Simulation education, based on experiential learning, helps nursing students develop coping strategies through reflective problem-solving in a safe environment. This enhances their ability to respond to similar new experiences and improves their caring abilities. Most nursing schools use simulation education, although the applications vary. This study identified a more effective simulation teaching method for nursing students by comparing the effects between two groups: one that performs one role per scenario and another that rotates through multiple roles per scenario.</p></div><div><h3>Methods</h3><p>Using a randomized control group pre-post design, we equally divided 62 students aged ≥19 years enrolled at a university in Changwon city, South Korea into a single-scenario role rotation group (SRRG) and a multiscenario role fixation group (MRFG). Data were analyzed by performing χ<sup>2</sup> tests, independent <em>t-</em>tests, and paired <em>t-</em>tests.</p></div><div><h3>Results</h3><p>Learning confidence and critical thinking significantly changed in the SRRG; clinical competency significantly changed in the MRFG.</p></div><div><h3>Conclusions</h3><p>Exposure to multiple scenario simulations improves clinical competency. Changing roles in a single scenario boost learning confidence and critical thinking disposition.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101585"},"PeriodicalIF":3.4,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S187613992400077X/pdfft?md5=a4a7ecf327550c9f931b260cab204bf5&pid=1-s2.0-S187613992400077X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998550","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 : 2024-08-12DOI: 10.1016/j.ecns.2024.101599
Zümrüt Yılar Erkek , Serap Öztürk Altınayak
Introduction
In recent years, the use of simulation has become integral to midwifery education. This study systematically examined the effectiveness of high- and medium-reality simulators in the management of normal labor, focusing on their impact on normal delivery skills, student satisfaction, and self-confidence in learning. The evaluation encompassed both laboratory and hospital settings, providing a comprehensive assessment of the simulators' efficacy in enhancing key aspects of midwifery education.
Material and method
In this experimental randomized controlled study, the sample group comprised 102 students enrolled in the midwifery department of a university in Türkiye. These students were randomly assigned to three groups utilizing Research Randomizer (https://www.randomizer.org). The students consisted of a control group (d1 = slide and video presentation, 30 people) and two experimental groups (d2 = medium-reality simulator, 32 people; d3 = high-reality simulator, 33 people). Data were collected by a single observer using various tools, including the Introductory Information Form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Normal Birth Evaluation Form. Pre- and post-test applications were conducted in both laboratory and hospital settings. This study is registered on ClinicalTrials.org with the registration number NCT05999409.
Findings
Simulation-based learning did not lead to a significant difference between the groups in terms of students' satisfaction and self-confidence in learning (p > .05). However, it was observed that the utilization of both medium- and high-reality simulations significantly impacted students' normal delivery skills, leading to a statistically significant difference between the groups (p < .05).
Conclusion
Medium- and high-reality simulation training proved effective in enhancing the normal delivery skills of midwifery students, with a notable positive impact. However, this training did not have a significant influence on student satisfaction and confidence. The findings suggest that incorporating medium- and high-reality simulation training is crucial for midwifery students to be able to improve their skills in hospital practice.
{"title":"Assessing the Efficacy of Medium- and High-Reality Simulators in Normal Labor Management: A Randomized Controlled Trial","authors":"Zümrüt Yılar Erkek , Serap Öztürk Altınayak","doi":"10.1016/j.ecns.2024.101599","DOIUrl":"10.1016/j.ecns.2024.101599","url":null,"abstract":"<div><h3>Introduction</h3><p>In recent years, the use of simulation has become integral to midwifery education. This study systematically examined the effectiveness of high- and medium-reality simulators in the management of normal labor, focusing on their impact on normal delivery skills, student satisfaction, and self-confidence in learning. The evaluation encompassed both laboratory and hospital settings, providing a comprehensive assessment of the simulators' efficacy in enhancing key aspects of midwifery education.</p></div><div><h3>Material and method</h3><p>In this experimental randomized controlled study, the sample group comprised 102 students enrolled in the midwifery department of a university in Türkiye. These students were randomly assigned to three groups utilizing Research Randomizer (https://www.randomizer.org). The students consisted of a control group (d1 = slide and video presentation, 30 people) and two experimental groups (d2 = medium-reality simulator, 32 people; d3 = high-reality simulator, 33 people). Data were collected by a single observer using various tools, including the Introductory Information Form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Normal Birth Evaluation Form. Pre- and post-test applications were conducted in both laboratory and hospital settings. This study is registered on ClinicalTrials.org with the registration number NCT05999409.</p></div><div><h3>Findings</h3><p>Simulation-based learning did not lead to a significant difference between the groups in terms of students' satisfaction and self-confidence in learning (<em>p</em> > .05). However, it was observed that the utilization of both medium- and high-reality simulations significantly impacted students' normal delivery skills, leading to a statistically significant difference between the groups (<em>p</em> < .05).</p></div><div><h3>Conclusion</h3><p>Medium- and high-reality simulation training proved effective in enhancing the normal delivery skills of midwifery students, with a notable positive impact. However, this training did not have a significant influence on student satisfaction and confidence. The findings suggest that incorporating medium- and high-reality simulation training is crucial for midwifery students to be able to improve their skills in hospital practice.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101599"},"PeriodicalIF":3.4,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141964471","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 : 2024-08-09DOI: 10.1016/j.ecns.2024.101563
Jiyoung Kim, Mingyo Seo
Background
Practical education is required to address the inexperience of nursing students in operating medical devices and improve their clinical practice competencies. This study confirms the effectiveness and participant experience of extended reality training for nursing students regarding intravenous therapy using an infusion pump.
Methods
This study used a concurrent mixed methods design. Forty-six nursing students, who were initially trained virtually using a head-mounted device participated in the study, followed by practice using an actual infusion pump and arm model. Motivation to transfer learning, learning self-efficacy, and performance confidence were measured using self-report scales; competency was evaluated using an observational checklist by the co-researcher, and the data were analyzed.
Results
Motivation to transfer learning, learning self-efficacy, and performance confidence improved significantly after extended reality training, and enhanced competency was observed. Furthermore, the participants experienced design elements for effective learning, satisfaction with the learning environment, and convenience and efficiency of learning, thus realizing their needs.
Conclusion
In the future, extended reality training programs should be implemented and tested using other medical devices in nursing education.
{"title":"Development and Effects of Extended Reality Training for Nursing Students on Intravenous Therapy Using an Infusion Pump: A Mixed Methods Study","authors":"Jiyoung Kim, Mingyo Seo","doi":"10.1016/j.ecns.2024.101563","DOIUrl":"10.1016/j.ecns.2024.101563","url":null,"abstract":"<div><h3>Background</h3><p>Practical education is required to address the inexperience of nursing students in operating medical devices and improve their clinical practice competencies. This study confirms the effectiveness and participant experience of extended reality training for nursing students regarding intravenous therapy using an infusion pump.</p></div><div><h3>Methods</h3><p>This study used a concurrent mixed methods design. Forty-six nursing students, who were initially trained virtually using a head-mounted device participated in the study, followed by practice using an actual infusion pump and arm model. Motivation to transfer learning, learning self-efficacy, and performance confidence were measured using self-report scales; competency was evaluated using an observational checklist by the co-researcher, and the data were analyzed.</p></div><div><h3>Results</h3><p>Motivation to transfer learning, learning self-efficacy, and performance confidence improved significantly after extended reality training, and enhanced competency was observed. Furthermore, the participants experienced design elements for effective learning, satisfaction with the learning environment, and convenience and efficiency of learning, thus realizing their needs.</p></div><div><h3>Conclusion</h3><p>In the future, extended reality training programs should be implemented and tested using other medical devices in nursing education.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101563"},"PeriodicalIF":3.4,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141963334","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 : 2024-08-09DOI: 10.1016/j.ecns.2024.101593
Kyoung-A Kim PhD, RN , Jeong-Ah Ahn PhD, RN
Background
Given the projected rise in the older population and associated health challenges, there is growing interest in innovative interventions, such as virtual reality, to enhance physical and mental well-being. This systematic review examined the effectiveness of immersive virtual reality simulation programs with head-mounted displays to promote physical activity among older adults.
Methods
Studies were identified by querying PubMed, CINAHL, and Web of Science. A total of 2,365 articles were retrieved, and nine randomized controlled trials published between 2013 and 2023 were included.
Results
The studies indicated significant improvements in physical outcomes such as balance and gait, as well as psychological benefits including reduced anxiety, depression, and stress. Cognitive enhancements and improved quality of life were also noted. Despite concerns about usability and side effects, older adults found the simulation programs engaging and manageable, with minimal adverse effects reported.
Conclusion
This review highlights the promise of virtual reality with head-mounted displays for older adults, emphasizing the need for further research to optimize device design and usability and to explore long-term benefits and broader applicability.
{"title":"Effectiveness of Immersive Virtual Reality Simulation Programs Using Head-Mounted Displays in Promoting Physical Activity in Older Adults: A Systematic Review","authors":"Kyoung-A Kim PhD, RN , Jeong-Ah Ahn PhD, RN","doi":"10.1016/j.ecns.2024.101593","DOIUrl":"10.1016/j.ecns.2024.101593","url":null,"abstract":"<div><h3>Background</h3><p>Given the projected rise in the older population and associated health challenges, there is growing interest in innovative interventions, such as virtual reality, to enhance physical and mental well-being. This systematic review examined the effectiveness of immersive virtual reality simulation programs with head-mounted displays to promote physical activity among older adults.</p></div><div><h3>Methods</h3><p>Studies were identified by querying PubMed, CINAHL, and Web of Science. A total of 2,365 articles were retrieved, and nine randomized controlled trials published between 2013 and 2023 were included.</p></div><div><h3>Results</h3><p>The studies indicated significant improvements in physical outcomes such as balance and gait, as well as psychological benefits including reduced anxiety, depression, and stress. Cognitive enhancements and improved quality of life were also noted. Despite concerns about usability and side effects, older adults found the simulation programs engaging and manageable, with minimal adverse effects reported.</p></div><div><h3>Conclusion</h3><p>This review highlights the promise of virtual reality with head-mounted displays for older adults, emphasizing the need for further research to optimize device design and usability and to explore long-term benefits and broader applicability.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101593"},"PeriodicalIF":3.4,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000859/pdfft?md5=332ac2d378fe1677d9f610a32c395db8&pid=1-s2.0-S1876139924000859-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141963333","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}
A key challenge to simulation educators is to find the most effective instructional design that would enhance participant learning.
Aim and Methods
An integrative review was undertaken to explore the effects on healthcare practitioners of team-based simulation, underpinned by the deliberate practice framework. This combines well-defined team learning objectives, set at an appropriate level, with opportunities for repetitive team practice under the expert supervision of a coach.
Results
Eight articles were identified with six emerging themes: Instructional design features, participants' performance, knowledge, confidence [self-efficacy], and rating/satisfaction.
Conclusions
The wide variation in the instructional designs, with no standardisation, made comparisons difficult. Nevertheless, studies reported positive benefits in using repeated/repetitive simulation, regardless of the design.
{"title":"An Exploration of the Use of Deliberate Practice in Team-Centered Healthcare Simulation-Based Education: An Integrative Review","authors":"Alan Platt EdD, MSc, PG Dip Ed, BSc (Hons), RGN, LPE. FHEA , Jaden Allan (JA), MSc, PG Dip Ed, BSc (Hons), RN, SFHEA , Claire Leader MA, PGCAP, BSc (Hons), RN, RM, FHEA","doi":"10.1016/j.ecns.2024.101584","DOIUrl":"10.1016/j.ecns.2024.101584","url":null,"abstract":"<div><h3>Background</h3><p>A key challenge to simulation educators is to find the most effective instructional design that would enhance participant learning.</p></div><div><h3>Aim and Methods</h3><p>An integrative review was undertaken to explore the effects on healthcare practitioners of team-based simulation, underpinned by the deliberate practice framework. This combines well-defined team learning objectives, set at an appropriate level, with opportunities for repetitive team practice under the expert supervision of a coach.</p></div><div><h3>Results</h3><p>Eight articles were identified with six emerging themes: Instructional design features, participants' performance, knowledge, confidence [self-efficacy], and rating/satisfaction.</p></div><div><h3>Conclusions</h3><p>The wide variation in the instructional designs, with no standardisation, made comparisons difficult. Nevertheless, studies reported positive benefits in using repeated/repetitive simulation, regardless of the design.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101584"},"PeriodicalIF":3.4,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000768/pdfft?md5=b76f0033e784c10cabfac63ad92fa5de&pid=1-s2.0-S1876139924000768-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141963196","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 : 2024-08-06DOI: 10.1016/j.ecns.2024.101590
Jiyoung Kim RN, ANP, PhD, Mingyo Seo RN, Hyunjung Shin RN
Background
Video technology extends the apprenticeship model, particularly through first-person perspective videos using smart glasses, to support learners’ practices. This study explored how learning and reflection are affected by first-person perspective video debriefing using smart glasses during a nursing simulation.
Methods
Inductive qualitative content analysis was conducted. A hypoglycemic case in a nursing simulation was the focus, with a 1:1 debriefing supported by a first-person perspective video using smart glasses. Sixteen South Korean nursing students enrolled in a baccalaureate program were selected using purposive sampling. Data was collected in December 2023.
Results
Students’ perceptions of the impact of smart glasses on learning and reflection in nursing simulation education were organized into four categories: “evaluation of the simulation design,” “benefits of debriefing using smart glasses,” “empowering learners,” and “challenges of debriefing using smart glasses.”
Conclusion
First-person perspective video debriefing using smart glasses can improve learners’ competency through reflection. However, it needs improvements related to the awkwardness and inconvenience of wearing smart glasses, the limited field of view, and the time required for familiarization with its operation.
{"title":"Learners' Experiences With First-Person Perspective Video Debriefing Using Smart Glasses in Nursing Simulation Education","authors":"Jiyoung Kim RN, ANP, PhD, Mingyo Seo RN, Hyunjung Shin RN","doi":"10.1016/j.ecns.2024.101590","DOIUrl":"10.1016/j.ecns.2024.101590","url":null,"abstract":"<div><h3>Background</h3><p>Video technology extends the apprenticeship model, particularly through first-person perspective videos using smart glasses, to support learners’ practices. This study explored how learning and reflection are affected by first-person perspective video debriefing using smart glasses during a nursing simulation.</p></div><div><h3>Methods</h3><p>Inductive qualitative content analysis was conducted. A hypoglycemic case in a nursing simulation was the focus, with a 1:1 debriefing supported by a first-person perspective video using smart glasses. Sixteen South Korean nursing students enrolled in a baccalaureate program were selected using purposive sampling. Data was collected in December 2023.</p></div><div><h3>Results</h3><p>Students’ perceptions of the impact of smart glasses on learning and reflection in nursing simulation education were organized into four categories: “evaluation of the simulation design,” “benefits of debriefing using smart glasses,” “empowering learners,” and “challenges of debriefing using smart glasses.”</p></div><div><h3>Conclusion</h3><p>First-person perspective video debriefing using smart glasses can improve learners’ competency through reflection. However, it needs improvements related to the awkwardness and inconvenience of wearing smart glasses, the limited field of view, and the time required for familiarization with its operation.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101590"},"PeriodicalIF":3.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951654","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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