Pub Date : 2024-09-06DOI: 10.1016/j.ecns.2024.101602
Ann Marie Knecht Potter PhD, OTR/L, Morgan Dwyer MS, Melanie May MS, Cali Pawelski MS, Brooke Rossiter MS, OTR, Louise Keegan PhD, CCC-SLP, BC-ANCDS, Glynnis Jones OTD, OTR/L, Elise Colancecco PhD, RN
Background
This study aimed to examine changes in self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students through participation in an interprofessional patient simulation. Methods: Twenty-two occupational therapy graduate students, 16 speech-language-pathology graduate students, and 25 undergraduate nursing students participated. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SE-12), the Interprofessional Collaboration Scale (ICS) pre and post simulation, and an open-ended post-simulation questionnaire on self-perceived stress levels.
Results
Each discipline group demonstrated significant changes in perceived self-efficacy (p < .001) and communication (p < .001). Analysis of the open-ended questions revealed a consistent pattern in reducing stress levels from before the simulation to the post-simulation assessment.
Conclusion
Incorporating interprofessional patient simulation experiences into pre-professional health programs significantly enhances interprofessional communication skills and self-efficacy and reduces self-reported stress, serving as a valuable tool for preparing students to collaborate effectively in interdisciplinary teams to provide high-quality patient care.
{"title":"Changes in the self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students participating in a simulated patient simulation","authors":"Ann Marie Knecht Potter PhD, OTR/L, Morgan Dwyer MS, Melanie May MS, Cali Pawelski MS, Brooke Rossiter MS, OTR, Louise Keegan PhD, CCC-SLP, BC-ANCDS, Glynnis Jones OTD, OTR/L, Elise Colancecco PhD, RN","doi":"10.1016/j.ecns.2024.101602","DOIUrl":"10.1016/j.ecns.2024.101602","url":null,"abstract":"<div><h3>Background</h3><p>This study aimed to examine changes in self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students through participation in an interprofessional patient simulation. Methods: Twenty-two occupational therapy graduate students, 16 speech-language-pathology graduate students, and 25 undergraduate nursing students participated. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SE-12), the Interprofessional Collaboration Scale (ICS) pre and post simulation, and an open-ended post-simulation questionnaire on self-perceived stress levels.</p></div><div><h3>Results</h3><p>Each discipline group demonstrated significant changes in perceived self-efficacy (<em>p</em> < .001) and communication (<em>p</em> < .001). Analysis of the open-ended questions revealed a consistent pattern in reducing stress levels from before the simulation to the post-simulation assessment.</p></div><div><h3>Conclusion</h3><p>Incorporating interprofessional patient simulation experiences into pre-professional health programs significantly enhances interprofessional communication skills and self-efficacy and reduces self-reported stress, serving as a valuable tool for preparing students to collaborate effectively in interdisciplinary teams to provide high-quality patient care.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101602"},"PeriodicalIF":3.4,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151820","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 : 2024-09-03DOI: 10.1016/j.ecns.2024.101600
Kimm Teruya MEd , Lorrie Wong PhD, RN, CHSE-A , Sheri Tokumaru PharmD , Alexander Munro MFA, PhD , Michele Bray DNP, RN, PHNA-BC , Gary Glauberman PhD, RN, PHNA-BC, NHDP-BC , Chad Kawakami PharmD , Joanne R. Loos PhD , Lisa Kehl MPH, MSW, LSW , Robin G. Arndt MSW, LSW , Rosa Waters MSW , Siobhan Coad MSW , Kamal Masaki MD
Background
Houselessness, characterized by a lack of fixed and adequate nighttime residence, presents humanitarian and public health challenges. Health and houselessness are intricately connected, with houselessness exacerbating health issues and reducing life expectancy. Interprofessional education (IPE) is crucial in preparing healthcare professionals to address the unique needs of this population.
Methods
The Houseless Simulation Exercise (HSE) was designed as an innovative IPE activity to cultivate awareness, empathy, and skills for caring for houseless individuals. Informed by game-based learning theory, it integrates elements such as visual design, narrative, and collaboration. It comprises a choose-your-adventure style simulation and an interprofessional discussion on care and policy innovation.
Results
The HSE ran for two years and involved 359 students. Participants reported positive experiences, improvements in interprofessional core competency domains, and awareness of challenges. Qualitative feedback highlighted the impact on individuals.
Conclusion
The HSE offers a dynamic approach to IPE, fostering awareness, empathy, and collaboration among healthcare professionals. The HSE exemplifies the potential of innovative educational strategies in addressing complex healthcare challenges related to houselessness.
{"title":"The Houseless Simulation Exercise: An innovative educational approach to addressing houselessness interprofessionally using a virtual platform","authors":"Kimm Teruya MEd , Lorrie Wong PhD, RN, CHSE-A , Sheri Tokumaru PharmD , Alexander Munro MFA, PhD , Michele Bray DNP, RN, PHNA-BC , Gary Glauberman PhD, RN, PHNA-BC, NHDP-BC , Chad Kawakami PharmD , Joanne R. Loos PhD , Lisa Kehl MPH, MSW, LSW , Robin G. Arndt MSW, LSW , Rosa Waters MSW , Siobhan Coad MSW , Kamal Masaki MD","doi":"10.1016/j.ecns.2024.101600","DOIUrl":"10.1016/j.ecns.2024.101600","url":null,"abstract":"<div><h3>Background</h3><p>Houselessness, characterized by a lack of fixed and adequate nighttime residence, presents humanitarian and public health challenges. Health and houselessness are intricately connected, with houselessness exacerbating health issues and reducing life expectancy. Interprofessional education (IPE) is crucial in preparing healthcare professionals to address the unique needs of this population.</p></div><div><h3>Methods</h3><p>The Houseless Simulation Exercise (HSE) was designed as an innovative IPE activity to cultivate awareness, empathy, and skills for caring for houseless individuals. Informed by game-based learning theory, it integrates elements such as visual design, narrative, and collaboration. It comprises a choose-your-adventure style simulation and an interprofessional discussion on care and policy innovation.</p></div><div><h3>Results</h3><p>The HSE ran for two years and involved 359 students. Participants reported positive experiences, improvements in interprofessional core competency domains, and awareness of challenges. Qualitative feedback highlighted the impact on individuals.</p></div><div><h3>Conclusion</h3><p>The HSE offers a dynamic approach to IPE, fostering awareness, empathy, and collaboration among healthcare professionals. The HSE exemplifies the potential of innovative educational strategies in addressing complex healthcare challenges related to houselessness.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101600"},"PeriodicalIF":3.4,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128735","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 : 2024-09-01DOI: 10.1016/j.ecns.2024.101609
Lisa McKenna RN PhD
{"title":"Utilizing co-design and research for authentic simulation development","authors":"Lisa McKenna RN PhD","doi":"10.1016/j.ecns.2024.101609","DOIUrl":"10.1016/j.ecns.2024.101609","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101609"},"PeriodicalIF":3.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098061","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}
Training health care professionals to mitigate implicit biases can reduce health inequities caused by racism. Implicit bias mitigation strategies (IBMS) have been shown to reduce biased behaviors. This study aimed to determine the impact of IBMS practice simulation on learners’ behaviors and family experience in one hospital unit.
Methods
This study used a quasi-experimental design in a large pediatric hospital. In total, 195 participants completed a simulation-based education intervention. Learners practiced IBMS with Simulated Participants. Participant perceptions were measured at four time points, and translational outcomes were collected using survey results and other outcomes.
Results
Situational judgment test results improved postintervention and at follow-up. Participants reported using IBMS skills at time points three and four. Internal and External Motivation Scale and family satisfaction scores remained unchanged. Family experience measures improved, showing decreases in security dispatch calls for perceived family escalation and in deny entries and behavioral contracts stratified by race.
Conclusions
Simulation can shift perspectives and behaviors. More research is needed on the impact of simulation-based interventions on IBMS skill development and translational outcomes.
{"title":"Evaluation of simulation-based intervention for implicit bias mitigation: A response to systemic racism","authors":"Brittany Dahlen MSN, RN, CHSE, NPD-BC, CPN , Rachael McGraw DNP, RN , Samreen Vora MD, MHAM, FACEP, CHSE","doi":"10.1016/j.ecns.2024.101596","DOIUrl":"10.1016/j.ecns.2024.101596","url":null,"abstract":"<div><h3>Background</h3><p>Training health care professionals to mitigate implicit biases can reduce health inequities caused by racism. Implicit bias mitigation strategies (IBMS) have been shown to reduce biased behaviors. This study aimed to determine the impact of IBMS practice simulation on learners’ behaviors and family experience in one hospital unit.</p></div><div><h3>Methods</h3><p>This study used a quasi-experimental design in a large pediatric hospital. In total, 195 participants completed a simulation-based education intervention. Learners practiced IBMS with Simulated Participants. Participant perceptions were measured at four time points, and translational outcomes were collected using survey results and other outcomes.</p></div><div><h3>Results</h3><p>Situational judgment test results improved postintervention and at follow-up. Participants reported using IBMS skills at time points three and four. Internal and External Motivation Scale and family satisfaction scores remained unchanged. Family experience measures improved, showing decreases in security dispatch calls for perceived family escalation and in deny entries and behavioral contracts stratified by race.</p></div><div><h3>Conclusions</h3><p>Simulation can shift perspectives and behaviors. More research is needed on the impact of simulation-based interventions on IBMS skill development and translational outcomes.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101596"},"PeriodicalIF":3.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083194","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 : 2024-08-27DOI: 10.1016/j.ecns.2024.101597
Christine M. Roberts MSc, Kate A. Hulme BA, Niall McCann BSc
Background
There has been growing interest in the development of mental health-related simulation packages for pre-registration mental health nursing education. The authors will present the creation of a simulation package created for pre-registration mental health nurses during their final year.
Method
The simulated experience consisted of a five-minute Virtual Reality (VR) recording which shares the experience of living with symptoms of psychoses. The package, not only looked at the hearing of voices, but in addition enhances the user's experience by simulating visual perception and placing the student within a secluded environment. This was delivered to students in their final six months of the program.
Results
Students noted the increase in empathy for patients experiencing these symptoms and how it would enhance the care they gave.
Conclusion
The results of this innovation demonstrate how virtual reality (VR) could be used to standardize student nurses' education in the field of mental health.
{"title":"Stepping Up Psychosis: The Use of Virtual Reality in Pre-registration Mental Health Nursing Education","authors":"Christine M. Roberts MSc, Kate A. Hulme BA, Niall McCann BSc","doi":"10.1016/j.ecns.2024.101597","DOIUrl":"10.1016/j.ecns.2024.101597","url":null,"abstract":"<div><h3>Background</h3><p>There has been growing interest in the development of mental health-related simulation packages for pre-registration mental health nursing education. The authors will present the creation of a simulation package created for pre-registration mental health nurses during their final year.</p></div><div><h3>Method</h3><p>The simulated experience consisted of a five-minute Virtual Reality (VR) recording which shares the experience of living with symptoms of psychoses. The package, not only looked at the hearing of voices, but in addition enhances the user's experience by simulating visual perception and placing the student within a secluded environment. This was delivered to students in their final six months of the program.</p></div><div><h3>Results</h3><p>Students noted the increase in empathy for patients experiencing these symptoms and how it would enhance the care they gave.</p></div><div><h3>Conclusion</h3><p>The results of this innovation demonstrate how virtual reality (VR) could be used to standardize student nurses' education in the field of mental health.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101597"},"PeriodicalIF":3.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000896/pdfft?md5=f3a26071ded77ac2c01f4dd177de8a0d&pid=1-s2.0-S1876139924000896-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083639","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}
Workplace violence and aggression toward healthcare professionals are concerning trends in the industry, with increasing incidents over the last decade. The COVID-19 pandemic put additional stress on health systems, healthcare workers, patients, and family members. These additional stressors resulted in increased aggressive behaviors. Education and training on de-escalation techniques is paramount to increased safety of health professionals and patients. Nursing education programs and hospital orientation programs often lack de-escalation training.
Methods
From January to October 2023, 102 nurses participated in a de-escalation simulation encounter. Quantitative and qualitative data was captured via Redcap survey. Facilitators tracked behaviors of the simulated patients and reactions of the nurses, in real-time, using a survey designed by the education team. Participants completed a post-survey which elicited information about prior de-escalation training and application of skills learned during the de-escalation simulation encounter to future practice.
Results
Sixty-five percent of new graduate nurses revealed that they had some form of de-escalation training most of which was provided through a lecture (36%) or online module (19%). Following participation in the simulation encounter, 98.5% of participants felt better prepared to manage an escalating patient/family member situation. Structured debriefings identified educational gaps regarding hospital resources, behavioral strategies for averting escalating incidents, methods for maintaining safety, and discreetly seeking assistance.
Conclusion
The simulated patient training offered participants an opportunity to apply de-escalation techniques in a safe environment. Targeted de-escalation training using simulated patients increased the authenticity and realism of the immersive experience and resulted in enhanced de-escalation skill development in new hire nurses.
{"title":"Using simulated patients to teach de-escalation during Registered Nurses' onboarding","authors":"Julie Poore DNP, RN, ANEF, CHSE-A , Chassity L. Mays BSN, RN, CHSOS-A, CHSE , Lisa McKibban MSN, RN , Zannah Harbert MSN, RN , Karen Schroedle BA, CHSE","doi":"10.1016/j.ecns.2024.101598","DOIUrl":"10.1016/j.ecns.2024.101598","url":null,"abstract":"<div><h3>Background</h3><p>Workplace violence and aggression toward healthcare professionals are concerning trends in the industry, with increasing incidents over the last decade. The COVID-19 pandemic put additional stress on health systems, healthcare workers, patients, and family members. These additional stressors resulted in increased aggressive behaviors. Education and training on de-escalation techniques is paramount to increased safety of health professionals and patients. Nursing education programs and hospital orientation programs often lack de-escalation training.</p></div><div><h3>Methods</h3><p>From January to October 2023, 102 nurses participated in a de-escalation simulation encounter. Quantitative and qualitative data was captured via Redcap survey. Facilitators tracked behaviors of the simulated patients and reactions of the nurses, in real-time, using a survey designed by the education team. Participants completed a post-survey which elicited information about prior de-escalation training and application of skills learned during the de-escalation simulation encounter to future practice.</p></div><div><h3>Results</h3><p>Sixty-five percent of new graduate nurses revealed that they had some form of de-escalation training most of which was provided through a lecture (36%) or online module (19%). Following participation in the simulation encounter, 98.5% of participants felt better prepared to manage an escalating patient/family member situation. Structured debriefings identified educational gaps regarding hospital resources, behavioral strategies for averting escalating incidents, methods for maintaining safety, and discreetly seeking assistance.</p></div><div><h3>Conclusion</h3><p>The simulated patient training offered participants an opportunity to apply de-escalation techniques in a safe environment. Targeted de-escalation training using simulated patients increased the authenticity and realism of the immersive experience and resulted in enhanced de-escalation skill development in new hire nurses.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101598"},"PeriodicalIF":3.4,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048810","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 : 2024-08-23DOI: 10.1016/j.ecns.2024.101589
Rhonda Williams DNP, RN, CNE , Brenda Helmer DNP, APRN-CNS, PHCHS-BC , Abbey Elliott DNP, RN, CEN, CHSE , Donna Robinson DNP, APRN, FNP-BC , Francisco A. Jimenez Ph.D., CHSE , Mary E. Faragher MSN, FNP, APRN-BC
Background
Clinical reasoning and effective communication are foundational to patient outcomes, and therefore, key concepts in nursing education. There is a growing body of evidence to support virtual patient simulation in nursing and other health professions, but to date none that focuses specifically on whether virtual simulation impacts clinical reasoning in on-campus baccalaureate nursing health assessment courses.
Sample
First semester prelicensure baccalaureate nursing students.
Methods
A quantitative, quasi-experimental design with a pre-test post-test methodology grounded in Experiential Learning Theory was used. The Student Performance Index score measured clinical reasoning and simulation software automatically calculated communication variables.
Results
In the sample of 19 students, a two-tailed paired samples t-test found statistically significant improved outcomes for most variables.
Conclusion
Virtual patient simulation positively impacts clinical reasoning and communication skills and is an appropriate pedagogical tool for nurse educators.
背景临床推理和有效沟通是患者治疗效果的基础，因此也是护理教育的关键概念。有越来越多的证据支持在护理和其他健康专业中进行虚拟病人模拟，但迄今为止，还没有任何证据专门研究虚拟模拟是否会影响校内学士学位护理健康评估课程中的临床推理。方法采用定量、准实验设计和基于体验学习理论的前测后测方法。结果在 19 名学生的样本中，通过双尾配对样本 t 检验发现大多数变量的结果都有显著的统计学改善。结论虚拟病人模拟对临床推理和沟通技能有积极影响，是护士教育者的合适教学工具。
{"title":"Navigating the Virtual Frontier: A Virtual Patient Simulation Pilot Study in Prelicensure Baccalaureate Nursing Education","authors":"Rhonda Williams DNP, RN, CNE , Brenda Helmer DNP, APRN-CNS, PHCHS-BC , Abbey Elliott DNP, RN, CEN, CHSE , Donna Robinson DNP, APRN, FNP-BC , Francisco A. Jimenez Ph.D., CHSE , Mary E. Faragher MSN, FNP, APRN-BC","doi":"10.1016/j.ecns.2024.101589","DOIUrl":"10.1016/j.ecns.2024.101589","url":null,"abstract":"<div><h3>Background</h3><p>Clinical reasoning and effective communication are foundational to patient outcomes, and therefore, key concepts in nursing education. There is a growing body of evidence to support virtual patient simulation in nursing and other health professions, but to date none that focuses specifically on whether virtual simulation impacts clinical reasoning in on-campus baccalaureate nursing health assessment courses.</p></div><div><h3>Sample</h3><p>First semester prelicensure baccalaureate nursing students.</p></div><div><h3>Methods</h3><p>A quantitative, quasi-experimental design with a pre-test post-test methodology grounded in Experiential Learning Theory was used. The Student Performance Index score measured clinical reasoning and simulation software automatically calculated communication variables.</p></div><div><h3>Results</h3><p>In the sample of 19 students, a two-tailed paired samples <em>t</em>-test found statistically significant improved outcomes for most variables.</p></div><div><h3>Conclusion</h3><p>Virtual patient simulation positively impacts clinical reasoning and communication skills and is an appropriate pedagogical tool for nurse educators.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101589"},"PeriodicalIF":3.4,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142044390","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 : 2024-08-21DOI: 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}
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