Intention and motivation to pursue higher education among registered nurses and midwives: a cross-sectional study during COVID-19.

Objectives: To determine the intention and motivation of nurses and midwives to pursue their higher education considering several factors.

Methods: This is a cross-sectional study were a 16-item online survey was distributed using a convenience sampling method to approximately 12,000 nurses and midwives between May - July 2021.

Results: A total of 513 eligible nurses and midwives participated in the study.

Cultural considerations in debriefing: a systematic review of the literature.

Background: Conversations are influenced by cultural perceptions, beliefs and values. Debriefing is a learning conversation. Without cross-cultural engagement or culturally relevant teaching, learning may be compromised and may result in an outcome opposite of that intended.

Sidelined during COVID-19: a narrative inquiry into how simulationists experienced the pandemic.

Background: In the simulation community, colleagues who are no longer clinically practicing were often proximal to the COVID-19 response, not working in the frontlines of patient care. At the same time, their work as simulationists changed dramatically or was halted. This research explored the experiences of those simulationists who have clinical backgrounds but did not provide direct patient care during the initial pandemic response.

Learning Outcomes Attributed to Prelicensure Clinical Education in Nursing: A Systematic Review of Qualitative Research.

Background: Educators agree that clinical experiences are vital to the development of a graduate nurse; however, there is little research on student learning outcomes related to these experiences.

Purpose: The purpose of this systematic review was to examine qualitative studies of student learning in traditional clinical models.

Methods: A systematic review was conducted following the Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria.

Meeting Undergraduate Nursing Students' Clinical Needs: A Comparison of Traditional Clinical, Face-to-Face Simulation, and Screen-Based Simulation Learning Environments.

Background: Nurse educators expanded replacement of traditional clinical practice and face-to-face simulation experiences with screen-based simulation (SBS) during the COVID-19 (coronavirus disease 2019) pandemic.

Purpose: The purpose of this research was to understand the student experience when learning in 3 types of clinical education environments.

Methods: This quantitative descriptive survey study used the Clinical Learning Environment Comparison Survey 2.

Cultural Considerations in Debriefing.

Culture influences how we communicate, teach, and learn. Debriefings are laden with cultural influences. Without attention to cultural considerations, accepted debriefing techniques might not reach the desired outcome and, in certain cultures, may even harm teacher-learner relationships.

Traditional Clinical Outcomes in Prelicensure Nursing Education: An Empty Systematic Review.

Background: Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students.

Method: A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.

Simulation-based education programme for upskilling non-critical care nurses for COVID-19 deployment.

Background: The coronavirus disease 2019 (COVID-19) crisis created pressure on healthcare institutions to be prepared with maximum workforce and bed capacity. Clinical education during COVID-19 has high risk of disease transmission to learners due to contamination of equipment, supplies and surfaces, in addition to increased clinical-related stress and fear. Simulation-based education (SBE) has potential to help manage the pandemic by rapidly upskilling nurses' clinical responsibilities.

Operationalizing a simulation program: Practical information for leadership.

Failure to ensure organizational readiness for curricular integration of simulation can result in a costly and ineffective simulation program. Organizational leaders who are aware of the principles of changemaker leadership and specific operational considerations are best positioned to ensure a quality simulation program. To assist these leaders, this article provides practical information derived from dissection of the Standard of Best Practice: Simulation : Operations, including topics of strategic planning, financial resources, expert personnel, resource management systems, policies and procedures, and systems integration.

Incorporating the Reflective Pause in Simulation: A Practical Guide.

Many articles exist today espousing the value of debriefing following a simulation or gaming event. Although debriefing, a reflection-on-action strategy, is important, a useful reflection strategy may accentuate the reflection-in-action process that is arguably even more important than the debriefing. In this article, we explain a concept called the reflective pause and how it can be used during simulation cases to lead the learners to the objectives and enhance the learning process.

Development and Psychometric Evaluation of the Facilitator Competency Rubric.

Aim: The purpose of the study was to evaluate the psychometric properties of the Facilitator Competency Rubric (FCR).

Background: The FCR was developed to fill a deficit in tools available to holistically evaluate competency of simulation facilitators.

Method: The FCR has five constructs: preparation, prebriefing, facilitation, debriefing, and evaluation.

Development and Psychometric Evaluation of the Simulation Culture Organizational Readiness Survey.

Expensive high-fidelity simulators sit unused in nursing programs worldwide. One cause of this is failure to ensure organizational readiness to integrate simulation into the curriculum. The Simulation Culture Organizational Readiness Survey (SCORS) was developed to assist administrators in evaluating institutional and program readiness for simulation integration.

A brief simulation intervention increasing basic science and clinical knowledge.

Background: The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application.

Purpose: To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors.

Updating the Simulation Effectiveness Tool: Item Modifications and Reevaluation of Psychometric Properties.

Aim: This study evaluated the psychometric properties of the modified Simulation Effectiveness Tool (SET), the SET-M.

Background: The SET, developed in 2005, was updated to be consistent with INACSL Standards of Best Practice, QSEN practices, and American Association of Colleges of Nursing baccalaureate essentials.

Method: Undergraduate nursing students from two nursing programs, one with multiple campuses, completed the SET-M following completion of a simulated clinical experience; 1,288 students took part in the study.