Pub Date : 2025-11-10DOI: 10.1016/j.ecns.2025.101851
Azzah Alaklabi , Ali Alharbi , Clare McFeely , Rosemary Mullen , William Miller
Background
Urinary catheterization is a vital yet challenging skill for nursing students, as improper technique can lead to catheter-associated urinary tract infections (CAUTIs). Simulationbased learning (SBL) provides a safe and controlled environment for students to practice and refine such procedures.
Methods
Following PRISMA guidelines, comprehensive searches were conducted across MEDLINE, CINAHL, Embase, PsycINFO, and Cochrane databases. The Cochrane Risk of Bias 2 (RoB 2) tool was used to assess randomized controlled trials (RCTs), while the Joanna Briggs Institute (JBI) Critical Appraisal Tool for Quasi-Experimental Studies was applied to non-randomized studies. A narrative synthesis approach was employed for data analysis.
Results
Eight studies (three RCTs and five quasi-experimental) from six countries met the inclusion criteria. Most studies reported immediate positive outcomes. However, only one study assessed long-term effects and one evaluated knowledge acquisition, highlighting key gaps in the current evidence.
Conclusion
SBL appears effective in enhancing nursing students' competencies in urinary catheterization. Nevertheless, further robust research is needed to evaluate long-term retention, cost-effectiveness, and transferability across diverse educational contexts.
导尿术对护生来说是一项至关重要但具有挑战性的技能，因为不当的技术可能导致导尿管相关性尿路感染（CAUTIs）。基于模拟的学习（SBL）为学生练习和完善这些程序提供了一个安全、可控的环境。方法按照PRISMA指南，在MEDLINE、CINAHL、Embase、PsycINFO和Cochrane数据库中进行综合检索。Cochrane Risk of Bias 2 （RoB 2）工具用于评估随机对照试验（rct）， Joanna Briggs Institute （JBI）准实验研究关键评估工具用于评估非随机研究。采用叙事综合方法进行数据分析。结果来自6个国家的8项研究（3项随机对照试验和5项准实验研究）符合纳入标准。大多数研究报告了直接的积极结果。然而，只有一项研究评估了长期效果，一项评估了知识获取，突出了当前证据中的关键差距。结论sbl能有效提高护生导尿能力。然而，需要进一步强有力的研究来评估在不同教育背景下的长期保留、成本效益和可转移性。
{"title":"Exploring the impact of simulation-based learning (SBL) on the acquisition of psychomotor skills, knowledge, retention, satisfaction and confidence in teaching urinary catheterization in nursing education: Systematic review","authors":"Azzah Alaklabi , Ali Alharbi , Clare McFeely , Rosemary Mullen , William Miller","doi":"10.1016/j.ecns.2025.101851","DOIUrl":"10.1016/j.ecns.2025.101851","url":null,"abstract":"<div><h3>Background</h3><div>Urinary catheterization is a vital yet challenging skill for nursing students, as improper technique can lead to catheter-associated urinary tract infections (CAUTIs). Simulationbased learning (SBL) provides a safe and controlled environment for students to practice and refine such procedures.</div></div><div><h3>Methods</h3><div>Following PRISMA guidelines, comprehensive searches were conducted across MEDLINE, CINAHL, Embase, PsycINFO, and Cochrane databases. The Cochrane Risk of Bias 2 (RoB 2) tool was used to assess randomized controlled trials (RCTs), while the Joanna Briggs Institute (JBI) Critical Appraisal Tool for Quasi-Experimental Studies was applied to non-randomized studies. A narrative synthesis approach was employed for data analysis.</div></div><div><h3>Results</h3><div>Eight studies (three RCTs and five quasi-experimental) from six countries met the inclusion criteria. Most studies reported immediate positive outcomes. However, only one study assessed long-term effects and one evaluated knowledge acquisition, highlighting key gaps in the current evidence.</div></div><div><h3>Conclusion</h3><div>SBL appears effective in enhancing nursing students' competencies in urinary catheterization. Nevertheless, further robust research is needed to evaluate long-term retention, cost-effectiveness, and transferability across diverse educational contexts.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101851"},"PeriodicalIF":2.5,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145528916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1016/j.ecns.2025.101842
Alyssa Cartier DNP, CRNA , Alyssa Albert DNP, CRNA , Katelyn Reanos DNP, CRNA , Tressie Windsor DNP, CRNA , Barry Lepley MSN, CRNA , Sarah Rollison DNP, CRNA, CNE, CHSE
Objectives
This quality improvement (QI) project aimed to determine whether low-fidelity simulation improves anesthesia provider confidence and technical skills in performing an emergency front-of-neck airway, specifically cricothyrotomy. The study evaluated self-perceived confidence, procedural knowledge, procedural time, and the efficacy of simulation-based continuing education using low-fidelity manikins.
Methods
A pre- and post-intervention design was utilized. A mobile cricothyrotomy simulation cart with low-fidelity task trainers and standard operating room supplies was used by 33 physician anesthesiologists and certified registered nurse anesthetists. Measurements of confidence, procedural knowledge, skill performance, and procedure time were taken immediately before and after a simulation-based education session incorporating verbal discussion and hands-on deliberate practice.
Results
Post-intervention, provider confidence improved significantly (t = −4.548, p < .001), procedural skills increased (RFST Total Score: t = −2.067, p = .045; RFST Score per Minute: t = −5.795, p < .001), and time to ventilation decreased (t = 6.443, p < .001). Postsimulation SET-M scores averaged 23.5 and returned positive qualitative feedback.
Conclusions
Low-fidelity simulation significantly improved anesthesia providers’ confidence, skills, and efficiency in cricothyrotomy. Mobile simulation increases accessibility and supports ongoing education.
目的：本质量改进（QI）项目旨在确定低保真度模拟是否能提高麻醉提供者在实施紧急颈前气道，特别是环甲环切开术时的信心和技术技能。本研究使用低保真假人模型评估自我感知自信、程序性知识、程序性时间和基于模拟的继续教育的有效性。方法采用干预前后设计。33名内科麻醉师和注册麻醉师使用装有低保真任务训练器和标准手术室用品的环甲关节切开术模拟移动推车。自信心、程序知识、技能表现和程序时间的测量在模拟教育课程（包括口头讨论和动手练习）之前和之后立即进行。结果干预后，提供者信心显著提高（t = - 4.548, p < .001），程序技能提高（RFST总分：t = - 2.067, p = 0.045； RFST每分钟评分：t = - 5.795, p < .001），通气时间缩短（t = 6.443, p < .001）。模拟后的SET-M得分平均为23.5分，并得到积极的定性反馈。结论慢保真度模拟可显著提高环甲环切开术麻醉提供者的信心、技能和效率。移动模拟增加了可访问性并支持持续教育。
{"title":"The impact of cricothyrotomy simulation on anesthesia provider airway crisis management","authors":"Alyssa Cartier DNP, CRNA , Alyssa Albert DNP, CRNA , Katelyn Reanos DNP, CRNA , Tressie Windsor DNP, CRNA , Barry Lepley MSN, CRNA , Sarah Rollison DNP, CRNA, CNE, CHSE","doi":"10.1016/j.ecns.2025.101842","DOIUrl":"10.1016/j.ecns.2025.101842","url":null,"abstract":"<div><h3>Objectives</h3><div>This quality improvement (QI) project aimed to determine whether low-fidelity simulation improves anesthesia provider confidence and technical skills in performing an emergency front-of-neck airway, specifically cricothyrotomy. The study evaluated self-perceived confidence, procedural knowledge, procedural time, and the efficacy of simulation-based continuing education using low-fidelity manikins.</div></div><div><h3>Methods</h3><div>A pre- and post-intervention design was utilized. A mobile cricothyrotomy simulation cart with low-fidelity task trainers and standard operating room supplies was used by 33 physician anesthesiologists and certified registered nurse anesthetists. Measurements of confidence, procedural knowledge, skill performance, and procedure time were taken immediately before and after a simulation-based education session incorporating verbal discussion and hands-on deliberate practice.</div></div><div><h3>Results</h3><div>Post-intervention, provider confidence improved significantly (<em>t</em> = −4.548, <em>p</em> < .001), procedural skills increased (RFST Total Score: <em>t</em> = −2.067, <em>p</em> = .045; RFST Score per Minute: <em>t</em> = −5.795, <em>p</em> < .001), and time to ventilation decreased (<em>t</em> = 6.443, <em>p</em> < .001). Postsimulation SET-M scores averaged 23.5 and returned positive qualitative feedback.</div></div><div><h3>Conclusions</h3><div>Low-fidelity simulation significantly improved anesthesia providers’ confidence, skills, and efficiency in cricothyrotomy. Mobile simulation increases accessibility and supports ongoing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101842"},"PeriodicalIF":2.5,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1016/j.ecns.2025.101847
Angel Anthamatten DNP, FNP-BC, CNE, CHSE , Jo Ellen Holt DNP, RN, CHSE, CSSBB , Laura Varnier DNP, FNP-BC, CEN, CPH
Family Nurse Practitioner (FNP) students participated in two innovative simulations to practice key competencies associated with opioid overdose prevention and treatment. They used task trainers to administer naloxone and a generative AI (GenAI) persona prompt to provide naloxone education. The use of GenAI was novel and enabled students to engage in a realistic conversation with a virtual patient. Though early in their FNP program, few students (7%) reported discussing naloxone during a clinical experience (n = 59). Their baseline perceived readiness to provide naloxone training was suboptimal, with 69% selecting intermediate or low levels (n = 60). Following these simulations, the students’ feedback signaled increased confidence and perceived competence, with 87% (n = 54) reporting they felt confident in their knowledge of naloxone and 80% indicating they felt prepared to provide naloxone education (n = 71). The students demonstrated their knowledge on a quiz with a mean score of 91% (n = 98). Overall, these innovative simulations were determined to be necessary, meaningful, and well-received.
{"title":"Leveraging a generative AI persona prompt for clinical simulation: A novel approach to develop competencies for opioid overdose prevention","authors":"Angel Anthamatten DNP, FNP-BC, CNE, CHSE , Jo Ellen Holt DNP, RN, CHSE, CSSBB , Laura Varnier DNP, FNP-BC, CEN, CPH","doi":"10.1016/j.ecns.2025.101847","DOIUrl":"10.1016/j.ecns.2025.101847","url":null,"abstract":"<div><div>Family Nurse Practitioner (FNP) students participated in two innovative simulations to practice key competencies associated with opioid overdose prevention and treatment. They used task trainers to administer naloxone and a generative AI (GenAI) persona prompt to provide naloxone education. The use of GenAI was novel and enabled students to engage in a realistic conversation with a virtual patient. Though early in their FNP program, few students (7%) reported discussing naloxone during a clinical experience (<em>n</em> = 59). Their baseline perceived readiness to provide naloxone training was suboptimal, with 69% selecting intermediate or low levels (<em>n</em> = 60). Following these simulations, the students’ feedback signaled increased confidence and perceived competence, with 87% (<em>n</em> = 54) reporting they felt confident in their knowledge of naloxone and 80% indicating they felt prepared to provide naloxone education (<em>n</em> = 71). The students demonstrated their knowledge on a quiz with a mean score of 91% (<em>n</em> = 98). Overall, these innovative simulations were determined to be necessary, meaningful, and well-received.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101847"},"PeriodicalIF":2.5,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474741","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}
Learning outcomes in simulations are affected by a range of factors, including cognitive load (CL) and anxiety. However, research has not explored technology as a factor that increases anxiety and CL.
Methods
This three-group comparison design examined how technological complexity in simulation affects learning outcomes in prelicensure nursing students conducting cardiac assessments. Students were randomly assigned to three groups, each with a different level of technological complexity. Four surveys were administered to measure demographic data, anxiety, CL, and technological acceptance. Analysis of variance, multiple regression, Chi-square analysis, and multivariate analysis of variance MANOVA were used to analyze relationships between variables.
Results
Three variables were statistically significant. Extraneous CL was negatively correlated with Creighton Competency Evaluation Instrument (CCEI) scores (p = .028), age (22-25 years) was positively correlated with CCEI scores (p = .005), and previously completing an associate degree was negatively correlated with CCEI scores (p = .016).
Conclusions
The results of this study have implications for nursing education and provide recommendations for future research. These findings can help educators identify the effects of increased technology use on learning outcomes.
{"title":"Leveraging simulation to understand nursing student learning in technologically complex environments","authors":"Deborah Rojas PhD, RN, CHSE, CNE , Catherine Dingley PhD, RN, FNP, FAAN , Karyn Holt PhD, RN, CNM , Joseph Morgan PhD , Reimund Serafica PhD, APRN, PMHNP-BC, CNE, FTNSS, FAAN","doi":"10.1016/j.ecns.2025.101841","DOIUrl":"10.1016/j.ecns.2025.101841","url":null,"abstract":"<div><h3>Background</h3><div>Learning outcomes in simulations are affected by a range of factors, including cognitive load (CL) and anxiety. However, research has not explored technology as a factor that increases anxiety and CL.</div></div><div><h3>Methods</h3><div>This three-group comparison design examined how technological complexity in simulation affects learning outcomes in prelicensure nursing students conducting cardiac assessments. Students were randomly assigned to three groups, each with a different level of technological complexity. Four surveys were administered to measure demographic data, anxiety, CL, and technological acceptance. Analysis of variance, multiple regression, Chi-square analysis, and multivariate analysis of variance MANOVA were used to analyze relationships between variables.</div></div><div><h3>Results</h3><div>Three variables were statistically significant. Extraneous CL was negatively correlated with Creighton Competency Evaluation Instrument (CCEI) scores (<em>p</em> = .028), age (22-25 years) was positively correlated with CCEI scores (<em>p</em> = .005), and previously completing an associate degree was negatively correlated with CCEI scores (<em>p</em> = .016).</div></div><div><h3>Conclusions</h3><div>The results of this study have implications for nursing education and provide recommendations for future research. These findings can help educators identify the effects of increased technology use on learning outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101841"},"PeriodicalIF":2.5,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1016/j.ecns.2025.101844
Ying-Li Lee RN PhD , Wan-Yu Chi RN MSN , Li-Fen Chung RN MS
Background
Simulation-based education is an established method for nursing competency training. Virtual reality (VR) provides flexible and scalable training, but evidence in team-based burn care remains limited.
Methods
In this randomized controlled trial, 60 nurses were assigned to VR or high-fidelity simulation (HFS) after a preparatory video. Outcomes included knowledge, skills, motivation, attitudes, self-efficacy, and satisfaction.
Results
Both groups showed significant improvement in self-efficacy (p < .001), with no significant differences in other outcomes.
Conclusion
VR demonstrated comparable outcomes to HFS and may serve as a flexible and resource-efficient alternative in nursing education.
{"title":"Virtual reality versus high-fidelity simulation for nurse-led burn care training: A randomized controlled trial","authors":"Ying-Li Lee RN PhD , Wan-Yu Chi RN MSN , Li-Fen Chung RN MS","doi":"10.1016/j.ecns.2025.101844","DOIUrl":"10.1016/j.ecns.2025.101844","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based education is an established method for nursing competency training. Virtual reality (VR) provides flexible and scalable training, but evidence in team-based burn care remains limited.</div></div><div><h3>Methods</h3><div>In this randomized controlled trial, 60 nurses were assigned to VR or high-fidelity simulation (HFS) after a preparatory video. Outcomes included knowledge, skills, motivation, attitudes, self-efficacy, and satisfaction.</div></div><div><h3>Results</h3><div>Both groups showed significant improvement in self-efficacy (<em>p</em> < .001), with no significant differences in other outcomes.</div></div><div><h3>Conclusion</h3><div>VR demonstrated comparable outcomes to HFS and may serve as a flexible and resource-efficient alternative in nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101844"},"PeriodicalIF":2.5,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ecns.2025.101832
Xinran Peng BS, Xiaodan Wang MS, Ruojing Wang MS, Ying Li MS, Qi Zhang MD, RN
{"title":"Corrigendum to ‘Empathy and emotional intelligence enhancement in geriatric nursing education: A multidimensional 4D strategy’ Clinical Simulation in Nursing (2025), 106, 101793","authors":"Xinran Peng BS, Xiaodan Wang MS, Ruojing Wang MS, Ying Li MS, Qi Zhang MD, RN","doi":"10.1016/j.ecns.2025.101832","DOIUrl":"10.1016/j.ecns.2025.101832","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101832"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ecns.2025.101830
A. Dana Ménard, Kendall Soucie, Jody Ralph, Sara Pratt, Laurie Freeman
{"title":"Corrigendum to “Simulation training to increase resilience of nursing groups (STRONG): Results from a multisite trial” [Clinical Simulation in Nursing, 106, 101802]","authors":"A. Dana Ménard, Kendall Soucie, Jody Ralph, Sara Pratt, Laurie Freeman","doi":"10.1016/j.ecns.2025.101830","DOIUrl":"10.1016/j.ecns.2025.101830","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101830"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417420","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}
Virtual reality-based simulations are increasingly used in nursing and patient education. This study investigated the effect of virtual reality–based operating room exposure on patients' surgical fear, hemodynamic parameters, and perception of care.
Methods
This randomized controlled trial included 60 patients. The intervention group was provided with a virtual reality–based operating room experience, whereas the control group received routine preoperative nursing care. Data were collected using the Surgical Fear Questionnaire and the Patient Perception of Nursing Care Scale. Data were collected in two phases during the preoperative: first in the patient’s room, then in the premedication unit.
Results
The intervention group showed a significant reduction in long-term and total surgical fear scores in the premedication unit (p = .001; p = .027) and higher Patient Perception of Nursing Care Scale scores (p = .012). No significant differences in blood pressure or heart rate were found between the groups (p > .05).
Conclusion
Virtual reality-based simulation as an experiential and educational tool significantly reduced surgical fear and enhanced patients’ perceptions of nursing care quality.
基于虚拟现实的模拟越来越多地应用于护理和患者教育。本研究探讨了虚拟现实手术室暴露对患者手术恐惧、血流动力学参数和护理感知的影响。方法随机对照试验60例。干预组给予基于虚拟现实的手术室体验，对照组给予常规术前护理。采用手术恐惧问卷和患者护理感知量表进行数据收集。数据在术前的两个阶段收集：首先在病人的房间，然后在用药前的单位。结果干预组患者用药前长期和总手术恐惧得分显著降低（p = .001; p = .027），患者护理感知量表得分显著提高（p = .012）。两组间血压和心率无显著差异（p > 0.05）。结论基于虚拟现实的模拟作为一种体验和教育工具，可显著减少手术恐惧，提高患者对护理质量的感知。
{"title":"Effect of virtual reality-based operating room simulation on surgical fear, hemodynamic parameters, and perception of care: A randomized controlled trial","authors":"Emine Arici Parlak RN, PhD , İmren Erer RN, MSc , Emine Iyigun RN, PhD","doi":"10.1016/j.ecns.2025.101845","DOIUrl":"10.1016/j.ecns.2025.101845","url":null,"abstract":"<div><h3>Background</h3><div>Virtual reality-based simulations are increasingly used in nursing and patient education. This study investigated the effect of virtual reality–based operating room exposure on patients' surgical fear, hemodynamic parameters, and perception of care.</div></div><div><h3>Methods</h3><div>This randomized controlled trial included 60 patients. The intervention group was provided with a virtual reality–based operating room experience, whereas the control group received routine preoperative nursing care. Data were collected using the Surgical Fear Questionnaire and the Patient Perception of Nursing Care Scale. Data were collected in two phases during the preoperative: first in the patient’s room, then in the premedication unit.</div></div><div><h3>Results</h3><div>The intervention group showed a significant reduction in long-term and total surgical fear scores in the premedication unit (<em>p</em> = .001; <em>p</em> = .027) and higher Patient Perception of Nursing Care Scale scores (<em>p</em> = .012). No significant differences in blood pressure or heart rate were found between the groups (<em>p</em> > .05).</div></div><div><h3>Conclusion</h3><div>Virtual reality-based simulation as an experiential and educational tool significantly reduced surgical fear and enhanced patients’ perceptions of nursing care quality.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101845"},"PeriodicalIF":2.5,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-29DOI: 10.1016/j.ecns.2025.101843
Jacqueline Vaughn PhD RN CHSE-A , Shannon H. Ford PhD, APRN, CPNP-PC, CNE , Alexander Sheckells BS , Hunter Fasnacht BS , Donald Crawford DNP, FNP-BC, APRN , Gulustan Dogan PhD
Background
High quality simulation requires a skilled educator well-versed in the simulation standards of best practice including facilitation methods and debriefing. While current approaches such as coaching and mentoring have demonstrated effectiveness, they can be time and resource intensive, potentially limiting their scalability and consistent application. Strategies are needed that improve capacity to support ongoing skill advancement.
Generative artificial intelligence (GAI) may offer a promising avenue to support the ongoing development of facilitator debriefing skills. Our investigative team developed a homegrown GAI chatbot designed to enhance the quality of feedback facilitators receive on their debriefing practices.
Methods
This pilot study evaluated the feasibility and usability of the chatbot among simulation facilitators (n = 6) using a post-test survey design.
Results
Developing a chatbot to analyze facilitator debriefing skills and provide evidence-informed, personalized feedback was feasible. Facilitators reported that the chatbot was both useful and easy to use.
Conclusion
Our chatbot may be an impactful evidence-informed GAI educational tool tailored to the specific needs of healthcare simulation facilitation. Leveraging GAI tools may enhance consistent ongoing facilitator debriefing development using a data driven approach.
{"title":"Enhancing simulation facilitator debriefing using a generative artificial intelligence feedback interface and retrieval-augmented generation: A pilot study","authors":"Jacqueline Vaughn PhD RN CHSE-A , Shannon H. Ford PhD, APRN, CPNP-PC, CNE , Alexander Sheckells BS , Hunter Fasnacht BS , Donald Crawford DNP, FNP-BC, APRN , Gulustan Dogan PhD","doi":"10.1016/j.ecns.2025.101843","DOIUrl":"10.1016/j.ecns.2025.101843","url":null,"abstract":"<div><h3>Background</h3><div>High quality simulation requires a skilled educator well-versed in the simulation standards of best practice including facilitation methods and debriefing. While current approaches such as coaching and mentoring have demonstrated effectiveness, they can be time and resource intensive, potentially limiting their scalability and consistent application. Strategies are needed that improve capacity to support ongoing skill advancement.</div><div>Generative artificial intelligence (GAI) may offer a promising avenue to support the ongoing development of facilitator debriefing skills. Our investigative team developed a homegrown GAI chatbot designed to enhance the quality of feedback facilitators receive on their debriefing practices.</div></div><div><h3>Methods</h3><div>This pilot study evaluated the feasibility and usability of the chatbot among simulation facilitators (<em>n</em> = 6) using a post-test survey design.</div></div><div><h3>Results</h3><div>Developing a chatbot to analyze facilitator debriefing skills and provide evidence-informed, personalized feedback was feasible. Facilitators reported that the chatbot was both useful and easy to use.</div></div><div><h3>Conclusion</h3><div>Our chatbot may be an impactful evidence-informed GAI educational tool tailored to the specific needs of healthcare simulation facilitation. Leveraging GAI tools may enhance consistent ongoing facilitator debriefing development using a data driven approach.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101843"},"PeriodicalIF":2.5,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-29DOI: 10.1016/j.ecns.2025.101846
Lindsay A. White PhD , Patricia L. Pence EdD , Cherrill Stockmann PhD , Sandra Nielsen PhD , Mary J. Dyck PhD , Myoung Jin Kim PhD
Background
A significant challenge in nursing education is how to effectively bridge the theory-practice gap. The researchers investigated how two different classroom interventions supported the development of clinical judgment (CJ) in prelicensure nursing students.
Methods
The researchers compared the effectiveness of an online simulator (intervention group) versus traditional NCLEX style questions (control group) on students’ CJ development using a mixed method design. Students participated in three required laboratory simulations. The researchers scored each students’ performance using the Lasater Clinical Judgment Rubric (LCJR). Post-simulation, students completed the LCJR and Guide for Reflection.
Results
No statistical difference was found between the two groups in LCJR scores. Longitudinal analysis revealed sustained higher scores in both groups as the semester progressed. Narrative reflections from both groups indicated increased confidence, CJ attributes, and positive experiences.
Conclusion
Both groups improved in CJ scores; however, the superiority of the online simulator was not established. Instruction that includes a dynamic and interactive learning environment may include online simulation-based training as an avenue for enhancing CJ and preparing students for real-world practice.
{"title":"Comparing online simulation and NCLEX-style questions for clinical judgment development: A mixed methods study","authors":"Lindsay A. White PhD , Patricia L. Pence EdD , Cherrill Stockmann PhD , Sandra Nielsen PhD , Mary J. Dyck PhD , Myoung Jin Kim PhD","doi":"10.1016/j.ecns.2025.101846","DOIUrl":"10.1016/j.ecns.2025.101846","url":null,"abstract":"<div><h3>Background</h3><div>A significant challenge in nursing education is how to effectively bridge the theory-practice gap. The researchers investigated how two different classroom interventions supported the development of clinical judgment (CJ) in prelicensure nursing students.</div></div><div><h3>Methods</h3><div>The researchers compared the effectiveness of an online simulator (intervention group) versus traditional NCLEX style questions (control group) on students’ CJ development using a mixed method design. Students participated in three required laboratory simulations. The researchers scored each students’ performance using the Lasater Clinical Judgment Rubric (LCJR). Post-simulation, students completed the LCJR and Guide for Reflection.</div></div><div><h3>Results</h3><div>No statistical difference was found between the two groups in LCJR scores. Longitudinal analysis revealed sustained higher scores in both groups as the semester progressed. Narrative reflections from both groups indicated increased confidence, CJ attributes, and positive experiences.</div></div><div><h3>Conclusion</h3><div>Both groups improved in CJ scores; however, the superiority of the online simulator was not established. Instruction that includes a dynamic and interactive learning environment may include online simulation-based training as an avenue for enhancing CJ and preparing students for real-world practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"109 ","pages":"Article 101846"},"PeriodicalIF":2.5,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425342","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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