Advancing healthcare practice and education via data sharing: demonstrating the utility of open data by training an artificial intelligence model to assess cardiopulmonary resuscitation skills.

Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances - both good and bad-provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data.

Preparing for practice, the effects of repeated immersive simulation on the knowledge and self-efficacy of undergraduate nursing students: A mixed methods study.

Aim: The aim of this study was to compare the effects of two immersive simulation-based education instructional designs, immersive simulation with team deliberate practice and immersive repeated standard simulation, when delivered over the same time on the knowledge and self-efficacy of nursing students.

Background: Implementing immersive simulation-based education is not without its resource challenges, making it prohibitive for simulation educators to include it in their curricula. Subsequently, there is a need to identify instructional designs that meet these challenges.

Grading practice as a strategy to improve proficiencies in undergraduate nurse education: Modelling key areas of competence.

Background: In undergraduate nursing grading practice is generally avoided as it is considered educationally flawed.

Objectives: To test an innovative online grading practice tool (GPT) in undergraduate nurse education. To model the determinants of the final practice grade in four areas of clinical competence and in one cohort analysis the relationship between final practice grade and each area of clinical competence and an OSCE grade.

Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students.

Background And Aims: Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students.

Methods: Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK.

Effects of the Simulation Using Team Deliberate Practice (Sim-TDP) model on the performance of undergraduate nursing students.

Background: The use of simulation has grown in prominence, but variation in the quality of provision has been reported, leading to calls for further research into the most effective instructional designs. Simulation Using Team Deliberate Practice (Sim-TDP) was developed in response. It combines the principles of simulation with deliberate practice, therefore, providing participants with opportunities to work towards well-defined goals, rehearse skills and reflect on performance whilst receiving expert feedback.

Effects of a single interprofessional simulation session on medical and nursing students' attitudes toward interprofessional learning and professional identity: a questionnaire study.

Background: Participation in simulation-based interprofessional education (sim-IPE) may affect students' attitudes towards interprofessional learning (through gaining experience with others) and their professional identity (by increasing the 'fit' of group membership). We examined this in two questionnaire studies involving students from four universities in two areas of the UK.

Method: Questionnaire data were collected before and after students took part in a sim-IPE session consisting of three acute scenarios.

Global citizens.

Nurses and nursing students from the UK and overseas are learning in each other's countries.

International overview of high-level simulation education initiatives in relation to critical care.

The use of simulation in health care education has become very topical across all professions and specialties in order to improve patient safety and quality of care. In the last decade, the adoption of more realistic simulation-based teaching methodologies, which serves as a bridge between the acquisition and application of clinical skills, knowledge, and attributes, has been accompanied by the development of a multitude of international and national simulation societies. These serve as important exchange fora for educators, clinicians, researchers, and engineers who desire to learn and share their experience and knowledge around simulation-based education.

Safer care at home: use of simulation training to improve standards.

One of the fundamental problems facing providers and commissioners of health services is how to maintain the skills and knowledge of the workforce during the initial development and implementation of home care services. This small-scale project sought to ascertain if it was possible to use human patient simulation scenarios to educate community nurses about how to recognize when care at home is appropriate and when it is not. A series of scenarios were developed and delivered to small groups of community nursing staff.

Implementation and evaluation of the critical care assistant role.

This paper provides an overview of the implementation and evaluation of the critical care assistant (CCA) role within a large teaching trust. Nine CCAs were employed as a pilot across six critical care units. A multistakeholder evaluation was performed to establish the impact of the new role on the critical care team and the contribution to patient care.