In healthcare, simulation-based education distress can impair cognitive performance and psychological well-being. However, its frequency and contributing factors remain underexplored.
Methods
To understand the frequency and occurrence of distress in simulation, a survey was distributed globally to simulationists, utilizing convenience and snowball sampling across global regions.
Results
The final sample included 143 participants from 27 countries. Distress was reported to occur occasionally (46.2%), with respondents witnessing a mean of 13.3 distress events during their career and 9.15 in their centre. A set of causes of distress was identified, distress was generally managed effectively, and no significant differences were found across accreditation status, years of experience, or global regions.
Conclusion
Distress occurs regularly, though is not a high-frequency event. Further systematic measurement can help to better understand the conditions and frequency of distress.
{"title":"A global survey of distress in simulation: Definition, frequency, and description","authors":"Efrem Violato PhD , Thomas Waring CHSOS , Emilio Violato MSc , Gulshat Kemelova MD, PhD","doi":"10.1016/j.ecns.2025.101818","DOIUrl":"10.1016/j.ecns.2025.101818","url":null,"abstract":"<div><h3>Background</h3><div>In healthcare, simulation-based education distress can impair cognitive performance and psychological well-being. However, its frequency and contributing factors remain underexplored.</div></div><div><h3>Methods</h3><div>To understand the frequency and occurrence of distress in simulation, a survey was distributed globally to simulationists, utilizing convenience and snowball sampling across global regions.</div></div><div><h3>Results</h3><div>The final sample included 143 participants from 27 countries. Distress was reported to occur occasionally (46.2%), with respondents witnessing a mean of 13.3 distress events during their career and 9.15 in their centre. A set of causes of distress was identified, distress was generally managed effectively, and no significant differences were found across accreditation status, years of experience, or global regions.</div></div><div><h3>Conclusion</h3><div>Distress occurs regularly, though is not a high-frequency event. Further systematic measurement can help to better understand the conditions and frequency of distress.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101818"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159384","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 : 2025-11-01Epub Date: 2025-10-04DOI: 10.1016/j.ecns.2025.101829
Marta Mencarelli M.Sc , Marco De Luca MD , Lorenzo Torzini M.Sc , Luca Puggelli PhD , Francesco Severi M.Sc , Vincenzo Abagnale M.Sc , Yary Volpe PhD
Background
Intraosseous (IO) access is a life-saving procedure when intravenous access is impossible in pediatric emergencies. Proficiency in IO technique, particularly drill handling, patient positioning, and site identification, is essential to minimize complications and improve outcomes.
Methods
To address the high cost and limited accessibility of commercial simulators, low-cost task trainers were developed using 3D printing and silicone casting. These trainers focused on drill handling, allowing trainees to progressively acquire procedural skills.
Results
Initial validation was conducted with experts at Meyer Children’s Hospital during a European Pediatric Immediate Life Support (EPILS) course. Structured feedback indicated high satisfaction with tactile realism and educational value. Based on this feedback, a second prototype with a fluid simulation system was implemented to enhance realism further. Nursing professionals, often first responders in emergencies, particularly benefited from the improved version, reporting increased confidence and competence.
Conclusion
The cost-effective IO task trainers offer a scalable, realistic alternative to commercial models, expanding access to essential training. Their affordability and usability make them suitable for diverse healthcare settings, enhancing preparedness for pediatric emergencies.
{"title":"Cost-effective task trainers for mastering drill handling in pediatric intraosseous procedure","authors":"Marta Mencarelli M.Sc , Marco De Luca MD , Lorenzo Torzini M.Sc , Luca Puggelli PhD , Francesco Severi M.Sc , Vincenzo Abagnale M.Sc , Yary Volpe PhD","doi":"10.1016/j.ecns.2025.101829","DOIUrl":"10.1016/j.ecns.2025.101829","url":null,"abstract":"<div><h3>Background</h3><div>Intraosseous (IO) access is a life-saving procedure when intravenous access is impossible in pediatric emergencies. Proficiency in IO technique, particularly drill handling, patient positioning, and site identification, is essential to minimize complications and improve outcomes.</div></div><div><h3>Methods</h3><div>To address the high cost and limited accessibility of commercial simulators, low-cost task trainers were developed using 3D printing and silicone casting. These trainers focused on drill handling, allowing trainees to progressively acquire procedural skills.</div></div><div><h3>Results</h3><div>Initial validation was conducted with experts at Meyer Children’s Hospital during a European Pediatric Immediate Life Support (EPILS) course. Structured feedback indicated high satisfaction with tactile realism and educational value. Based on this feedback, a second prototype with a fluid simulation system was implemented to enhance realism further. Nursing professionals, often first responders in emergencies, particularly benefited from the improved version, reporting increased confidence and competence.</div></div><div><h3>Conclusion</h3><div>The cost-effective IO task trainers offer a scalable, realistic alternative to commercial models, expanding access to essential training. Their affordability and usability make them suitable for diverse healthcare settings, enhancing preparedness for pediatric emergencies.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101829"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269066","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 : 2025-11-01Epub Date: 2025-10-16DOI: 10.1016/j.ecns.2025.101836
Pao-Ju Chen PhD , Wei-Kai Liou PhD
Background
Labor care requires complex decision-making and pain management skills, yet current virtual methods, such as spherical video-based virtual reality (SVVR), lack haptic feedback and interactivity.
Objective
To evaluate the effectiveness of a virtual reality synchronous haptic feedback system (VR-SHFS) compared with SVVR in improving nursing students’ labor care skills, knowledge, and empathy.
Methods
Randomized controlled mixed-methods study with students in VR-SHFS (n=40) or SVVR (n=40). VR-SHFS incorporated haptic feedback and dual-perspective learning, whereas SVVR employed 360° panoramic videos. Outcomes were assessed at baseline (T0), immediately after the intervention (T1), and at two-month follow-up (T2).
Results
VR-SHFS significantly improved labor care skills (T1: P < .001; T2: P < .001) and empathy (T1: P = .014; T2: P = .003), and enhanced knowledge retention at T2 (P < .001), compared with SVVR. Students valued its realism and interactivity, although they noted a need for guidance and familiarization.
Conclusions
VR with haptic feedback and dual perspectives enhances labor care training more effectively than SVVR and shows promise for broader clinical education.
分娩护理需要复杂的决策和疼痛管理技能，但目前的虚拟方法，如基于球形视频的虚拟现实（SVVR），缺乏触觉反馈和交互性。目的比较虚拟现实同步触觉反馈系统（VR-SHFS）与SVVR在提高护生劳动护理技能、知识和共情能力方面的效果。方法随机对照混合方法研究，选取VR-SHFS学生（n=40）或SVVR学生（n=40）。VR-SHFS采用触觉反馈和双视角学习，而SVVR采用360°全景视频。在基线（T0）、干预后立即（T1）和两个月随访（T2）评估结果。结果与SVVR相比，vr - shfs显著提高了劳动护理技能（T1: P < .001; T2: P < .001）和同理心（T1: P = .014; T2: P = .003），并增强了T2时的知识保留（P < .001）。学生们很重视它的现实性和互动性，尽管他们注意到需要指导和熟悉。结论带有触觉反馈和双视角的svr比SVVR更有效地提高了分娩护理培训的效果，具有广阔的临床应用前景。
{"title":"Dual-perspective and haptic feedback virtual reality simulation for labor care: A randomized controlled mixed-methods study","authors":"Pao-Ju Chen PhD , Wei-Kai Liou PhD","doi":"10.1016/j.ecns.2025.101836","DOIUrl":"10.1016/j.ecns.2025.101836","url":null,"abstract":"<div><h3>Background</h3><div>Labor care requires complex decision-making and pain management skills, yet current virtual methods, such as spherical video-based virtual reality (SVVR), lack haptic feedback and interactivity.</div></div><div><h3>Objective</h3><div>To evaluate the effectiveness of a virtual reality synchronous haptic feedback system (VR-SHFS) compared with SVVR in improving nursing students’ labor care skills, knowledge, and empathy.</div></div><div><h3>Methods</h3><div>Randomized controlled mixed-methods study with students in VR-SHFS (<em>n</em>=40) or SVVR (<em>n</em>=40). VR-SHFS incorporated haptic feedback and dual-perspective learning, whereas SVVR employed 360° panoramic videos. Outcomes were assessed at baseline (T0), immediately after the intervention (T1), and at two-month follow-up (T2).</div></div><div><h3>Results</h3><div>VR-SHFS significantly improved labor care skills (T1: <em>P</em> < .001; T2: <em>P</em> < .001) and empathy (T1: <em>P</em> = .014; T2: <em>P</em> = .003), and enhanced knowledge retention at T2 (<em>P</em> < .001), compared with SVVR. Students valued its realism and interactivity, although they noted a need for guidance and familiarization.</div></div><div><h3>Conclusions</h3><div>VR with haptic feedback and dual perspectives enhances labor care training more effectively than SVVR and shows promise for broader clinical education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101836"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321427","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 : 2025-11-01Epub Date: 2025-10-16DOI: 10.1016/j.ecns.2025.101840
Jessica E. Marsack PhD , Melissa A. Bathish PhD , Susan Wintermeyer-Pingel DNP
Background
Weight bias impacts overweight/obese patients’ quality of care. Undergraduate nursing education lacks hands-on care of simulated patients with obesity. This project sought to address weight biases related to patients with obesity.
Methods
Sophomore students (N = 130) completed an educational intervention regarding care of overweight/obese patients using obesity suits during simulated patient care activities addressing weight bias. Pre- and immediate-post surveys assessed attitudes, beliefs, and cultural humility regarding overweight/obese persons.
Results
Paired t-tests showed significant prepost intervention improvement on the Attitudes Toward Obese Person scale. Preintervention Cultural Humility Scale scores were high and remained stable postintervention, as did scores for the Beliefs About Obese Persons scale. Regression analyses indicated the intervention was beneficial even when controlling for weight experiences.
Conclusion
This educational intervention improved undergraduate nursing students' attitudes toward patients with obesity, which could ultimately improve inclusive practice skills, reduce weight biases, and improve patient care.
{"title":"Fostering equity in nursing education and practice: Inclusive simulation for weight bias reduction","authors":"Jessica E. Marsack PhD , Melissa A. Bathish PhD , Susan Wintermeyer-Pingel DNP","doi":"10.1016/j.ecns.2025.101840","DOIUrl":"10.1016/j.ecns.2025.101840","url":null,"abstract":"<div><h3>Background</h3><div>Weight bias impacts overweight/obese patients’ quality of care. Undergraduate nursing education lacks hands-on care of simulated patients with obesity. This project sought to address weight biases related to patients with obesity.</div></div><div><h3>Methods</h3><div>Sophomore students (N = 130) completed an educational intervention regarding care of overweight/obese patients using obesity suits during simulated patient care activities addressing weight bias. Pre- and immediate-post surveys assessed attitudes, beliefs, and cultural humility regarding overweight/obese persons.</div></div><div><h3>Results</h3><div>Paired t-tests showed significant prepost intervention improvement on the Attitudes Toward Obese Person scale. Preintervention Cultural Humility Scale scores were high and remained stable postintervention, as did scores for the Beliefs About Obese Persons scale. Regression analyses indicated the intervention was beneficial even when controlling for weight experiences.</div></div><div><h3>Conclusion</h3><div>This educational intervention improved undergraduate nursing students' attitudes toward patients with obesity, which could ultimately improve inclusive practice skills, reduce weight biases, and improve patient care.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101840"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321428","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 : 2025-11-01Epub Date: 2025-10-04DOI: 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}
Pub Date : 2025-11-01Epub Date: 2025-09-20DOI: 10.1016/j.ecns.2025.101820
Monika S. Schuler PhD, FNP, BC , Mary K. McCurry PhD, RNBC, ANP, ACNP , Jennifer Dunbar Viveiros PhD, RN, CNE , Mirinda Tyo PhD, RN, TCRN , Shannon Avery-Desmarais PhD, RN, AGNP-C , Danielle DeGonge PhD, RN, OCN
Background
Negative attitudes toward individuals with opioid use disorder (OUD) are common among healthcare providers, including nursing students. While simulation education can reduce stigma, evidence-based simulations incorporating diverse perspectives of individuals with OUD, including LGBTQ+ individuals, rural residents, older adults, and those experiencing human trafficking, are needed.
Methods
This qualitative descriptive study explored the impact of six high-fidelity simulations, co-created with input from the recovery community, on 60 nursing students’ attitudes toward caring for diverse individuals with OUD. Simulation debriefings were analyzed for evolving perspectives.
Results
Initial reflections revealed themes of “Limited knowledge of OUD” and “Out of my comfort zone.” Postdebriefing themes included “recognizing stigma,” “treating the person—not the disorder,” “importance of caring behavior,” and “building connections.” Beyond attitudinal shifts, debriefings elicited personal reflection with some students connecting the simulations to family or friend OUD experiences with new meaningfulness. Trauma informed debriefings helped students process emotions triggered by these reflections.
Conclusion
Community-informed simulations are transformative in nursing education. By addressing knowledge gaps, challenging biases, and fostering empathy, they promote stigma-free, person-centered OUD care.
{"title":"Challenged, informed, and connected: Nursing students’ insights following Opioid Use Disorder simulation debriefing","authors":"Monika S. Schuler PhD, FNP, BC , Mary K. McCurry PhD, RNBC, ANP, ACNP , Jennifer Dunbar Viveiros PhD, RN, CNE , Mirinda Tyo PhD, RN, TCRN , Shannon Avery-Desmarais PhD, RN, AGNP-C , Danielle DeGonge PhD, RN, OCN","doi":"10.1016/j.ecns.2025.101820","DOIUrl":"10.1016/j.ecns.2025.101820","url":null,"abstract":"<div><h3>Background</h3><div>Negative attitudes toward individuals with opioid use disorder (OUD) are common among healthcare providers, including nursing students. While simulation education can reduce stigma, evidence-based simulations incorporating diverse perspectives of individuals with OUD, including LGBTQ+ individuals, rural residents, older adults, and those experiencing human trafficking, are needed.</div></div><div><h3>Methods</h3><div>This qualitative descriptive study explored the impact of six high-fidelity simulations, co-created with input from the recovery community, on 60 nursing students’ attitudes toward caring for diverse individuals with OUD. Simulation debriefings were analyzed for evolving perspectives.</div></div><div><h3>Results</h3><div>Initial reflections revealed themes of “Limited knowledge of OUD” and “Out of my comfort zone.” Postdebriefing themes included “recognizing stigma,” “treating the person—not the disorder,” “importance of caring behavior,” and “building connections.” Beyond attitudinal shifts, debriefings elicited personal reflection with some students connecting the simulations to family or friend OUD experiences with new meaningfulness. Trauma informed debriefings helped students process emotions triggered by these reflections.</div></div><div><h3>Conclusion</h3><div>Community-informed simulations are transformative in nursing education. By addressing knowledge gaps, challenging biases, and fostering empathy, they promote stigma-free, person-centered OUD care.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101820"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145098497","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 : 2025-11-01Epub Date: 2025-10-14DOI: 10.1016/j.ecns.2025.101834
Don M Leidl RN, BSN, MN, EdD , Manal Kleib RN, BSN, MN, PhD , Hua Li RN, BSN, MN, PhD , Jay Wilson BA, BEd, Med, EdD, MBA
Background
Patient aggression toward mental health nurses is a critical issue, impacting clinician anxiety and patient care quality. Traditional training may not adequately prepare nurses for managing aggressive patients in clinical environments, or Code Whites. Branching spherical video learning offers an immersive training approach, allowing nurses to refine their skills in a safe and controlled environment.
Twenty-two nurses participated, with significant improvements in confidence (12.3%) and self-efficacy (8.3%), alongside an 8.6% reduction in anxiety related to Code White clinical situations. Qualitative themes highlighted benefits such as realism of the scenario, skill reinforcement, and communication enhancement.
Conclusion
Branching spherical video learning effectively reduced anxiety and enhanced clinician confidence in high-risk psychiatric nursing scenarios. Addressing implementation challenges can maximize its educational potential.
Child and adolescent abuse and neglect (CAN) can lead to long-term trauma. These experiences can also contribute to cycles of family violence. Emergency nurses frequently encounter suspected cases, making it essential to strengthen their recognition and reporting competencies. This study examined the effectiveness of chatbot-facilitated education in improving CAN-related knowledge, attitudes, and reporting intention.
Methods
A two-group repeated-measures design was used with 32 emergency nurses recruited through purposive sampling. Both groups received CAN education; the experimental group additionally interacted with a chatbot named iCAN. Assessments were conducted at pre-test, post-test (week 1), and follow-up test (week 4).
Results
The experimental group showed significantly greater improvement in CAN knowledge and reporting intention (p < .001) compared to the control group. While reporting attitudes improved in the experimental group and declined in the control group, between-group differences were not statistically significant (p > .05).
Conclusions
Chatbot-facilitated education significantly enhanced emergency nurses’ CAN knowledge and intention to report. Optimizing chatbot design may further support nurses in identifying and reporting suspected cases.
{"title":"Effectiveness of chatbot iCAN on reporting of child and adolescent abuse and neglect among emergency nurses: A pilot study","authors":"Li-Cheng Kao RN, MSN , Su-Fen Cheng RN, PhD , Wei-Chuan Chang MPH , Pei-Fang Lai MD, PhD , Mei-Lin Hsieh RN, MSN","doi":"10.1016/j.ecns.2025.101827","DOIUrl":"10.1016/j.ecns.2025.101827","url":null,"abstract":"<div><h3>Background</h3><div>Child and adolescent abuse and neglect (CAN) can lead to long-term trauma. These experiences can also contribute to cycles of family violence. Emergency nurses frequently encounter suspected cases, making it essential to strengthen their recognition and reporting competencies. This study examined the effectiveness of chatbot-facilitated education in improving CAN-related knowledge, attitudes, and reporting intention.</div></div><div><h3>Methods</h3><div>A two-group repeated-measures design was used with 32 emergency nurses recruited through purposive sampling. Both groups received CAN education; the experimental group additionally interacted with a chatbot named iCAN. Assessments were conducted at pre-test, post-test (week 1), and follow-up test (week 4).</div></div><div><h3>Results</h3><div>The experimental group showed significantly greater improvement in CAN knowledge and reporting intention (<em>p</em> < .001) compared to the control group. While reporting attitudes improved in the experimental group and declined in the control group, between-group differences were not statistically significant (<em>p</em> > .05).</div></div><div><h3>Conclusions</h3><div>Chatbot-facilitated education significantly enhanced emergency nurses’ CAN knowledge and intention to report. Optimizing chatbot design may further support nurses in identifying and reporting suspected cases.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101827"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221848","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}
Generative AI tools like ChatGPT are rapidly changing academia and healthcare, particularly in nursing education through their ability to assist in creating clinical simulation scenarios. The key to effectively using these tools lies in prompt engineering, the careful crafting of inputs to guide AI outputs.
Aim
An initiative by nurse educators explored how prompt engineering, aligned with established simulation standards, could streamline scenario design.
Findings
The findings revealed variations in output quality and focus among different AI platforms (ChatGPT, CoPilot, Claude), highlighting the need for careful selection and human oversight to ensure accuracy and relevance in AI-generated simulation content.
Conclusions
This iterative process of prompt refinement holds significant promise for creating more engaging and effective learning experiences, but AI serves as a tool that augments, not replaces, the expertise of nursing simulationists.
{"title":"Development of a prompt template to support simulation design: Maximizing the potential of generative artificial intelligence","authors":"Elizabeth Robison EdD, MSN, RN, CNE, CHSE-A , Theresa Cooney MSN, RN , Tammy Schwaab DNP, RN, CHSE , Sami Rahman MEd, MSN, RN","doi":"10.1016/j.ecns.2025.101822","DOIUrl":"10.1016/j.ecns.2025.101822","url":null,"abstract":"<div><h3>Background</h3><div>Generative AI tools like ChatGPT are rapidly changing academia and healthcare, particularly in nursing education through their ability to assist in creating clinical simulation scenarios. The key to effectively using these tools lies in prompt engineering, the careful crafting of inputs to guide AI outputs.</div></div><div><h3>Aim</h3><div>An initiative by nurse educators explored how prompt engineering, aligned with established simulation standards, could streamline scenario design.</div></div><div><h3>Findings</h3><div>The findings revealed variations in output quality and focus among different AI platforms (ChatGPT, CoPilot, Claude), highlighting the need for careful selection and human oversight to ensure accuracy and relevance in AI-generated simulation content.</div></div><div><h3>Conclusions</h3><div>This iterative process of prompt refinement holds significant promise for creating more engaging and effective learning experiences, but AI serves as a tool that augments, not replaces, the expertise of nursing simulationists.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101822"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221851","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 : 2025-11-01Epub Date: 2025-09-23DOI: 10.1016/j.ecns.2025.101826
Elizabeth Parker EdD, RN, CNE, CHSE , Jane K. Dickinson RN, PhD, CDCES, FAAN , Cynthia Crews DNP, RN, CNE, CHSE , Elizabeth Zirkle MSN, RN, FNP-C
Background
The literature on simulation prebriefing is limited. This study explored the impact of structured prebriefing on nursing students’ clinical judgment and self-perceived patient care ability.
Methods
A quasi-experimental design compared standard (control) and structured (intervention) prebriefing in 55 undergraduate nursing students. Outcome measurements the Laseter Clinical Judgment Rubric (LCJR) and the Perceptions to Care in Acute Situations (PCAS).
Results
Both groups showed improvement in mean scores on PCAS, with no significant difference in LCJR scores between groups.
Conclusion
Structured prebriefing did not yield statistically significant improvements. This study's limitations, including a relatively small sample, a rise in student attrition rate, the use of one site, and one-time exposure to the intervention, highlight the need for further research to determine the impact of structured prebriefing on clinical judgment and development of a prebriefing model.
{"title":"Structured Prebrief for Clinical Judgment in Nursing Simulation: A Quasi-Experimental Study","authors":"Elizabeth Parker EdD, RN, CNE, CHSE , Jane K. Dickinson RN, PhD, CDCES, FAAN , Cynthia Crews DNP, RN, CNE, CHSE , Elizabeth Zirkle MSN, RN, FNP-C","doi":"10.1016/j.ecns.2025.101826","DOIUrl":"10.1016/j.ecns.2025.101826","url":null,"abstract":"<div><h3>Background</h3><div>The literature on simulation prebriefing is limited. This study explored the impact of structured prebriefing on nursing students’ clinical judgment and self-perceived patient care ability.</div></div><div><h3>Methods</h3><div>A quasi-experimental design compared standard (control) and structured (intervention) prebriefing in 55 undergraduate nursing students. Outcome measurements the Laseter Clinical Judgment Rubric (LCJR) and the Perceptions to Care in Acute Situations (PCAS).</div></div><div><h3>Results</h3><div>Both groups showed improvement in mean scores on PCAS, with no significant difference in LCJR scores between groups.</div></div><div><h3>Conclusion</h3><div>Structured prebriefing did not yield statistically significant improvements. This study's limitations, including a relatively small sample, a rise in student attrition rate, the use of one site, and one-time exposure to the intervention, highlight the need for further research to determine the impact of structured prebriefing on clinical judgment and development of a prebriefing model.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"108 ","pages":"Article 101826"},"PeriodicalIF":2.5,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145119863","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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