Clinical Simulation in Nursing最新文献

英文中文

Comparing online simulation and NCLEX-style questions for clinical judgment development: A mixed methods study 比较在线模拟和nclex式问题在临床判断发展中的作用：一项混合方法研究

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-12-01 Epub Date: 2025-10-29 DOI: 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.

如何有效地弥合理论与实践的差距是护理教育面临的一个重大挑战。研究人员调查了两种不同的课堂干预如何支持护理预科学生临床判断的发展。方法采用混合方法设计，比较在线模拟器（干预组）与传统NCLEX风格问题（对照组）对学生认知能力发展的影响。学生们参加了三个要求的实验室模拟。研究人员使用激光临床判断量表（LCJR）对每个学生的表现进行评分。模拟结束后，学生们完成了LCJR和反思指南。结果两组患者LCJR评分差异无统计学意义。纵向分析显示，随着学期的进展，两组学生的分数都持续提高。两组的叙事性反思都显示出自信心、CJ属性和积极体验的增强。结论两组患者CJ评分均有改善；然而，在线模拟器的优越性尚未得到证实。包括动态和互动学习环境的教学可能包括基于在线模拟的培训，作为提高CJ和为学生为现实世界的实践做好准备的途径。

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引用次数: 0

Corrigendum to ‘Empathy and emotional intelligence enhancement in geriatric nursing education: A multidimensional 4D strategy’ Clinical Simulation in Nursing (2025), 106, 101793 “老年护理教育中的共情与情商提升：多维4D策略”临床护理模拟（2025），106,101793

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-10-15 DOI: 10.1016/j.ecns.2025.101832

Xinran Peng BS, Xiaodan Wang MS, Ruojing Wang MS, Ying Li MS, Qi Zhang MD, RN

引用次数: 0

Interprofessional simulation co-debriefing practices: A systematic review 跨专业模拟联合汇报实践：系统回顾

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-10-04 DOI: 10.1016/j.ecns.2025.101816

Elisabeth Jacob PhD, RN , Tracy Parrish RN , Clare Duffy BA, GCETE, GDIM , Sara Geale PhD, RN , Scott Stewart PhD , Kylie Kendrick MPH

Interprofessional simulation allows healthcare students to practice the role of a professional with students from other professions. Debriefing is essential to the simulation, promoting insight into actions taken and thought processes behind the actions. The impact of co-debrief with interprofessional teams remains in question. This paper aims to explore the impact of co-debriefing on student experiences. This systematic literature review followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses checklist (PRISMA). Search terms including “inter-professional education,” “simulation,” “co-debriefing,” and “university students” were undertaken across seven databases. Twenty-seven papers with students from 17 professions were included. Simulations were considered effective, however the impact of co-debriefing on student outcomes was not explored in any studies. Debriefing is imperative to healthcare simulation, yet little evidence is available to support the role of co- debriefing. Further research is required to determine its effectiveness and appropriateness for all inter-professional simulations.

跨专业模拟允许医疗保健学生与来自其他专业的学生一起实践专业角色。汇报对模拟来说是必不可少的，它有助于深入了解所采取的行动和行动背后的思维过程。与跨专业团队共同汇报的影响仍然存在疑问。本文旨在探讨共同汇报对学生体验的影响。本系统文献综述遵循系统评价和荟萃分析首选报告项目清单（PRISMA）。包括“跨专业教育”、“模拟”、“共同汇报”和“大学生”在内的搜索词在七个数据库中进行了研究。论文27篇，来自17个专业。模拟被认为是有效的，然而，在任何研究中都没有探讨共同汇报对学生成绩的影响。报告是医疗保健模拟的必要条件，但很少有证据支持共同报告的作用。需要进一步研究以确定其对所有专业间模拟的有效性和适当性。

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引用次数: 0

A novel collaborative simulation for emergency and neonatal nurse practitioner students 一个新颖的协作模拟急诊和新生儿护士执业学生

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-09-22 DOI: 10.1016/j.ecns.2025.101823

Colleen Reilly Moss DNP APRN NNP-BC C-ELBW , Eric Hall MSN RN NI-BC CSSWB , Mindy Johnson DNP APRN FNP-BC AGACNP-BC ENP-C , Helen Nation DNP APRN NNP-BC NPT , Jennifer Wilbeck DNP ACNP-BC FNP-BC ENP-C FAANP FAAN

Background

Interprofessional simulation with telehealth prepares nurse practitioner (NP) students to navigate an increasing complex health care environment. This article details development, results, and future considerations for a collaborative interprofessional simulation.

Methods

Students accessed the SET-M via a QR code to evaluate their perception of the simulation.

Results

Eighty-three emergency and neonatal NP students participated in a joint simulation to evaluate a late preterm infant in the emergency department. Students reported positive perceptions of the simulation.

Conclusion

This interprofessional telehealth simulation promotes collaboration and critical thinking while meeting the call for competency-based learning in nursing education.

跨专业模拟与远程医疗准备执业护士（NP）学生导航日益复杂的医疗环境。本文详细介绍了协作跨专业模拟的开发、结果和未来考虑事项。方法学生通过QR码进入SET-M，评估他们对模拟的感知。结果83名急诊和新生儿NP学生参与了对急诊科晚期早产儿的联合模拟评估。学生们报告了对模拟的积极看法。结论跨专业远程医疗模拟促进了协作和批判性思维，同时满足了护理教育中基于能力的学习的要求。

引用次数: 0

A telenursing simulation to assess nursing students’ readiness for practice in screening adolescents for depression 远程护理模拟评估护理学生准备实践筛选青少年抑郁症

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-09-20 DOI: 10.1016/j.ecns.2025.101812

Lori P. Moore DNP, FNP-BC, CHSE, SANE-A, Brady B. Urquhart DNP, RN, Ashleigh F. Bowman DNP, RN, CRNP, CPNP-AC, SANE-A, SANE-P, Carol Pierce MSN, RN, Candice N. Selwyn PhD

Mental health diagnoses have become prevalent among pediatric patients, leading to the enhanced need for undergraduate nursing students to be competent and comfortable screening and caring for these individuals. Using video-conferencing software as a simulated, telenursing, virtual platform, nursing learners engaged in a simulated scenario with a standardized patient (SP) acting as an adolescent experiencing clinically significant depressive and anxiety symptoms. This simulation was implemented to improve the knowledge, skills, and attitudes of learners in identifying and caring for adolescents experiencing these symptoms. Learners reported a perceived increase in knowledge (M = 3.45 out of 5, SD = 0.93) and self-reported a significant increase in confidence to care for patients reporting depressive symptoms postsimulation (M = 3.49, SD = 0.50) to postsimulation (M = 3.67, SD = 0.52; t (196)= -5.14, p < .001, d = -0.37). Telenursing simulation in undergraduate nursing education introduces nursing students to the principles of telenursing best practices while aligning the nursing curriculum with the American Association of Colleges of Nursing’s Essentials and enhancing practice readiness for the future nursing workforce.

心理健康诊断在儿科患者中变得普遍，导致对本科护理学生有能力和舒适的筛查和照顾这些个体的需求增加。使用视频会议软件作为模拟的远程护理虚拟平台，护理学习者与标准化患者（SP）一起参与模拟场景，扮演患有临床显著抑郁和焦虑症状的青少年。实施该模拟是为了提高学习者在识别和照顾经历这些症状的青少年方面的知识、技能和态度。学习者报告了感知到的知识增加（M = 3.45 / 5, SD = 0.93），自我报告在模拟后（M = 3.49, SD = 0.50）对模拟后（M = 3.67, SD = 0.52; t (196)= -5.14, p < 001, d = -0.37）照顾报告抑郁症状的患者的信心显著增加。本科护理教育中的远程护理模拟向护理学生介绍了远程护理最佳实践的原则，同时使护理课程与美国护理学院协会的要点保持一致，并为未来的护理人员做好实践准备。

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引用次数: 0

Generative artificial intelligence in healthcare simulation-based education: A scoping review 基于医疗保健模拟教育的生成式人工智能：范围综述

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-10-03 DOI: 10.1016/j.ecns.2025.101819

Nicholas Wee Siong Neo MSc, RN , Joko Gunawan PhD, RN , Tracy Levett-Jones MEd, PhD, RN , Eng Tat Khoo PhD , Wei Ling Chua PhD, RN , Sok Ying Liaw PhD, RN

Aims

This review aimed to explore the current state of generative artificial intelligence (GenAI) use in simulation-based healthcare education through a comprehensive examination of GenAI types, applications and reported outcomes.

Methods

A scoping review was conducted utilizing the Joanna Briggs Institute’s methodological guidance. Six databases were searched from their inception until February 2025.

Results

We included 28 articles that were published between 2023 and 2025. Articles were mainly in the fields of medicine (n = 14) and nursing (n = 10). OpenAI’s GPT models were most frequently used to portray simulated characters and deliver automated feedback. GenAI-enhanced simulation was generally perceived as accurate, realistic and feasible, with some evidence supporting its use as a supplement to conventional simulation and to enhance learning outcomes. Perspectives, ethical considerations and recommendations for GenAI-enhanced simulation were also highlighted.

Conclusion

GenAI-enhanced simulation is gaining popularity and is likely to evolve alongside human-facilitated simulation. Future developments should focus on building AI expertise among simulation educators and harnessing the synergy between human intelligence and GenAI. Further rigorous research is needed to establish best practices.

目的：本综述旨在通过对GenAI类型、应用和报告结果的综合研究，探讨GenAI在基于模拟的医疗保健教育中的应用现状。方法采用乔安娜布里格斯研究所的方法指南进行范围审查。从建立到2025年2月，对六个数据库进行了搜索。结果纳入2023 - 2025年间发表的论文28篇。文章主要集中在医学（n = 14）和护理（n = 10）领域。OpenAI的GPT模型最常用于描绘模拟角色并提供自动反馈。基因人工智能增强模拟通常被认为是准确、现实和可行的，有一些证据支持将其用作传统模拟的补充并提高学习效果。还强调了对genai增强模拟的观点、伦理考虑和建议。结论基因人工智能增强的模拟越来越受欢迎，并可能与人类促进的模拟一起发展。未来的发展应侧重于在模拟教育工作者中建立人工智能专业知识，并利用人类智能和人工智能之间的协同作用。需要进一步严格的研究来建立最佳实践。

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引用次数: 0

Simulation in healthcare: Navigating the space between quality improvement and research 医疗保健中的模拟：导航质量改进和研究之间的空间

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-10-03 DOI: 10.1016/j.ecns.2025.101824

Anders L. Schram MPH

Simulation-based initiatives are increasingly integrated into healthcare settings, often responding to local concerns while also producing insights that contribute to wider scholarly and professional debates. In this context, the distinction between quality improvement and research is often blurred, and many projects incorporate elements of both. This paper argues that instead of treating quality improvement and research as fixed categories, it is more productive to reflect on how simulation initiatives are positioned in relation to their intended contributions to practice and knowledge. Drawing on insights from implementation science, I outline recurring challenges that arise when this reflection is absent, including difficulties with ethics, contextual transparency, and accessibility of findings. To support a more deliberate approach, the paper introduces a reflective illustration that helps situate simulation work without reducing it to predefined labels, thereby enhancing both its local value and its broader relevance.

基于模拟的计划越来越多地集成到医疗保健环境中，通常会响应当地的关注，同时也产生有助于更广泛的学术和专业辩论的见解。在这种情况下，质量改进和研究之间的区别往往是模糊的，许多项目将两者结合起来。本文认为，与其将质量改进和研究视为固定的范畴，不如反思模拟活动如何定位于它们对实践和知识的预期贡献。根据实施科学的见解，我概述了在缺乏这种反思时出现的反复出现的挑战，包括道德、背景透明度和结果可及性方面的困难。为了支持更深思熟虑的方法，本文介绍了一个反思性的说明，帮助定位模拟工作，而不将其减少到预定义的标签，从而增强其局部价值和更广泛的相关性。

引用次数: 0

Psychological safety mediates the relationship between climate of silence and team learning in simulation debriefing 心理安全在模拟汇报中沉默气氛与团队学习的关系中起中介作用

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-09-18 DOI: 10.1016/j.ecns.2025.101821

Hyang Eun Yoo MSN , Young Sook Roh PhD

Background

This web-based cross-sectional study examined whether psychological safety mediates the relationship between climate of silence and team learning during debriefings among nursing students.

Methods

This cross-sectional descriptive study included 200 Korean nursing students who completed a web-based questionnaire. Mediation analysis using the percentile bootstrap method was performed.

Results

Climate of silence and psychological safety significantly predicted team learning. Psychological safety mediated the relationship between climate of silence and team learning among nursing students.

Conclusions

Nurse educators should develop and implement targeted strategies to optimize climate of silence and psychological safety, which are critical predictors of team learning.

本研究旨在探讨心理安全是否在护生述职时沉默气氛与团队学习之间起中介作用。方法对200名韩国护理专业学生进行横断面描述性研究。采用百分位自举法进行中介分析。结果沉默气氛和心理安全对团队学习有显著的预测作用。心理安全在护生沉默气氛与团队学习之间起中介作用。结论护士教育工作者应制定并实施有针对性的策略，优化沉默氛围和心理安全，这是团队学习的重要预测因素。

引用次数: 0

Enhancing empathy and understanding: Developing a virtual reality simulation to educate healthcare students on deaf patient experiences 增强同理心和理解：开发虚拟现实模拟，以教育医疗保健学生聋人患者的经历

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-10-03 DOI: 10.1016/j.ecns.2025.101825

J. Terry, J. Davies, R. Wilks, T. Thomas, S. Vowles, J. Hunt, D. Rowberry, M. Nosek, I. Humphreys

Background

Deaf patients face challenges in healthcare settings, with limited deaf awareness in health professional programs, due to a lack of training. Healthcare professional students lack preparation about how to communicate effectively with deaf people and may not understand or empathize with their experiences in healthcare settings. The aim of the study was to co-design and develop a 360-degree VR simulation, informed by deaf patient experiences, to enhance health professional students’ empathy and understanding when working with deaf patients.

Sample

Study sample was comprised of a purposive sample of preregistration healthcare professional students (n = 8) enrolled in an undergraduate degree at one university in Wales, UK. Participants were recruited through email invitation to all students in one School of Health and Social Care.

Methods

A user-centered design approach was used across three phases: gathering feedback from deaf communities on healthcare experiences, design and development of an immersive 360-degree video VR, and evaluating it with health professional students (n = 8), through a pre/post survey and focus group. The survey was analyzed using descriptive statistics and the focus group transcript analyzed using thematic analysis.

Results

Positive feedback from participating students emphasized the benefits of the simulation and its engaging, impactful nature with a focus on lived experience.

Conclusion

Simulation education is an effective tool in preparing students for working with deaf patients and in enhancing empathy.

耳聋患者在医疗环境中面临挑战，由于缺乏培训，在卫生专业项目中对耳聋的认识有限。医疗保健专业的学生缺乏如何与聋人有效沟通的准备，可能不理解或同情他们在医疗保健环境中的经历。本研究的目的是在聋人经历的基础上，共同设计和开发一个360度的VR模拟，以提高卫生专业学生在与聋人患者一起工作时的同理心和理解能力。样本研究样本由在英国威尔士一所大学就读本科学位的预注册医疗保健专业学生（n = 8）组成。参与者是通过电子邮件邀请健康与社会护理学院的所有学生招募的。方法采用以用户为中心的设计方法，分为三个阶段：收集聋人社区对医疗体验的反馈，设计和开发沉浸式360度视频VR，并通过前后调查和焦点小组对卫生专业学生（n = 8）进行评估。调查采用描述性统计分析，焦点小组记录采用专题分析分析。结果参与的学生的积极反馈强调了模拟的好处，以及它对生活体验的吸引力和影响力。结论模拟教学是培养学生为聋人工作做好准备和增强共情能力的有效工具。

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引用次数: 0

Predictors of satisfaction and self-confidence in simulation learning among healthcare students in Vietnam 越南卫生保健学生模拟学习满意度和自信心的预测因素

IF 2.5 3区医学 Q1 NURSING

Clinical Simulation in Nursing

Pub Date : 2025-11-01 Epub Date: 2025-10-03 DOI: 10.1016/j.ecns.2025.101828

Tran Thi Ngoc Tho , Tran Thi My , Tran Cong Huyen Trang

Background

Simulation-based learning is increasingly used in healthcare education to enhance students’ clinical competence, satisfaction, and self-confidence. While simulation has been widely adopted in Vietnam, evidence on its effectiveness and the factors influencing learner outcomes remains limited.

Purpose

This study aimed to assess the levels of satisfaction and self-confidence among healthcare students following simulation-based learning and to identify key predictors of these outcomes.

Methods

A cross-sectional study was conducted among 284 undergraduate healthcare students from various disciplines at a private university in Vietnam. Data were collected using the Student Satisfaction and Self-Confidence in Learning Scale and the Simulation Design Scale. Descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and multiple linear regression were used to analyze the data.

Results

Participants reported high satisfaction (4.31 ± 0.77) and self-confidence (4.24 ± 0.67) scores. The Simulation Design Scale was the strongest predictor of both satisfaction (β = 0.823, p < .001) and self-confidence (β = 0.819, p < .001). Academic performance also significantly predicted satisfaction (β = 0.083, p = .013) and self-confidence (β = 0.096, p = .004). Additionally, students’ perception of the debriefing session significantly influenced satisfaction (β = 0.083, p = .017). The regression models explained 71.6% and 71.3% of the variance in satisfaction and self-confidence, respectively.

Conclusion

Simulation-based learning is an effective strategy for enhancing satisfaction and self-confidence among healthcare students. Simulation design quality, academic performance, and the debriefing experience are critical elements influencing student outcomes. These findings support the continued integration and refinement of simulation in health professions education in Vietnam.

基于模拟的学习越来越多地应用于卫生保健教育中，以提高学生的临床能力、满意度和自信心。虽然模拟在越南被广泛采用，但关于其有效性和影响学习者成绩的因素的证据仍然有限。目的本研究旨在评估医疗保健专业学生在模拟学习后的满意度和自信心水平，并确定这些结果的关键预测因素。方法对越南一所私立大学不同学科的284名本科保健专业学生进行横断面调查。采用《学生学习满意度与自信心量表》和《模拟设计量表》收集数据。采用描述性统计、Mann-Whitney U检验、Kruskal-Wallis检验和多元线性回归对数据进行分析。结果参与者满意度（4.31±0.77）和自信心（4.24±0.67）得分较高。模拟设计量表是满意度（β = 0.823, p < .001）和自信心（β = 0.819, p < .001）的最强预测因子。学业成绩显著预测满意度（β = 0.083, p = 0.013）和自信心（β = 0.096, p = 0.004）。此外，学生对述职会议的感知显著影响满意度（β = 0.083, p = 0.017）。回归模型分别解释了满意度和自信心方差的71.6%和71.3%。结论模拟学习是提高卫生专业学生满意度和自信心的有效策略。模拟设计质量、学习成绩和汇报经验是影响学生成绩的关键因素。这些发现支持越南卫生专业教育中模拟的持续整合和完善。

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