Health and social care professionals' perspective on the interprofessional competencies required in palliative care.

Competent professionals are essential when delivering patient-centered and individual palliative care to patients and their families. However, interprofessional competencies for health and social care professionals in specialized palliative care have not been defined. The purpose of this study was to describe the competencies required for good interprofessional teamwork in specialized palliative care from the perspective of health and social care professionals.

Nursing students' perceptions of interaction in a multiplayer virtual reality simulation: A qualitative descriptive study.

Aim: To describe nursing students' perceptions of interaction in a multiplayer virtual reality (MPVR) simulation.

Design: A qualitative descriptive study.

Methods: Second-semester nursing students (n = 24) participated in pairs in MPVR simulations and semi-structured interviews.

Nursing Students' Experiences of Empathy in a Virtual Reality Simulation Game: A Descriptive Qualitative Study.

Empathy is significant in nursing, and showing empathy toward a patient positively impacts a patient's health. Learning empathy through immersive simulations is effective. Immersion is an essential factor in virtual reality.

Nursing interventions for dyspnoea management among inpatients with cancer in palliative care.

Background: Dyspnoea, a commonly reported symptom among patients with cancer, necessitates the need for appropriate non-pharmacological interventions for its management and suitable assessment scales.

Aims: To explore the nursing interventions and assessment scales for managing dyspnoea in patients with cancer receiving palliative care.

Methods: Systematic review.

Nurses' perceptions to alleviate dyspnoea in inpatients with advanced cancer while receiving palliative care.

Aim: To explore nurses' perceptions to alleviate dyspnoea in inpatients with advanced cancer while receiving palliative care.

Design: A descriptive qualitative design.

Methods: Seven focus groups were conducted with nurses (n = 27) from five specialized palliative care wards in four hospitals in south and southwest Finland.

Association between game metrics in a simulation game and nursing students' surgical nursing knowledge - a quasi-experimental study.

Background: Simulation games are effective for acquiring surgical nursing knowledge during education by offering possibilities to learn theoretical knowledge through practical patient scenarios, thus preparing students for demanding surgical nursing care. Game metrics stored in the game system enable assessment of students' behaviour while gameplaying. Combining game metrics with the assessment of a student's surgical nursing knowledge allows versatile information to be obtained about the student's learning outcomes.

Learning Collaborative Clinical Reasoning in Healthcare Education: An Integrative Review.

Background: Collaborative clinical reasoning (CCR) occurs when two or more healthcare professionals reflect and negotiate an issue regarding patient's situation or care. This represents a crucial learning goal that needs to be achieved during healthcare education.

Purpose: To describe the characteristics of and the pre-conditions for learning collaborative clinical reasoning in healthcare education.

Nursing Students' Scenario Performance: Game Metrics in a Simulation Game.

Aim: The purpose of this study was to examine nursing students' scenario performance in a simulation game by utilizing game metrics.

Background: A significant advantage of simulation games is that they can store large amounts of data. Although game metrics enable the objective evaluation and analysis of performance, their use in the evaluation of students' performance is limited.

Graduating nursing students' user experiences of the immersive virtual reality simulation in learning - A qualitative descriptive study.

Aim: To describe nursing students' user experiences' (UX) regarding highly immersive virtual reality (VR) simulation with head mounted display used for learning.

Design: Qualitative descriptive study.

Methods: Graduating nursing students (n = 41).

Instruments used in graduating nursing students' exit exams: an integrative review.

This review provides a comprehensive analysis of undergraduate nursing students' exit examinations and indicates that more clinical evaluation methods should be developed to ensure adequate competence.

Patients Receiving Palliative Care and Their Experiences of Encounters With Healthcare Professionals.

The study aimed to explore experiences of encounters with health care professionals among patients receiving palliative cancer care in specialist palliative care inpatient units. A qualitative explorative study design was conducted in a specialist palliative care inpatient setting. Data collection was implemented using semi-structured individual interviews (20 palliative care cancer patients) and analysed with inductive content analysis.

The Effects of Computer-Based Simulation Game and Virtual Reality Simulation in Nursing Students' Self-evaluated Clinical Reasoning Skills.

Research has shown that nursing students can learn clinical reasoning skills by engaging in simulation games. However, there has been no research regarding the effects of simulation games on clinical reasoning skills when nursing students also engage in virtual reality simulations. Furthermore, by engaging in simulation games, neither game metrics nor their impact on students' self-evaluated clinical reasoning skills has been studied.

Perceived quality of surgical care in association with patient-related factors and correlation to reported postoperative complications in Finland: a cross-sectional study.

Objective: To study if patient-related factors are associated with patient-evaluated quality of care in surgery. To examine if there is an association with postoperative complications and patient-evaluated low quality of care.

Design: A correlation cross-sectional study, in addition, a phone call interview at 30 days postoperatively to examine complications.

Patient education in relation to informational needs and postoperative complications in surgical patients.

Objective: To study surgical patients' informational expectations and the level of received knowledge at the time of hospital discharge. To examine if there is an association with postoperative complications and the patient´s level of received knowledge.

Design: Comparative descriptive design.

Design-based research in designing the model for educating simulation facilitators.

The purpose of this article is to introduce the concept of design-based research, its appropriateness in creating education-based models, and to describe the process of developing such a model. The model was designed as part of the Nurse Educator Simulation based learning project, funded by the EU's Lifelong Learning program (2013-1-DK1-LEO05-07053). The project partners were VIA University College, Denmark, the University of Huddersfield, UK and Metropolia University of Applied Sciences, Finland.

Developing and testing transferability and feasibility of a model for educators using simulation-based learning - A European collaboration.

Background: There is a pragmatic and often inconsistent approach of embedding simulation-based learning into nursing programmes. This paper details a European collaboration that designed a model for educator facilitation for educators utilizing simulation-based education.

Objectives: The objectives of the study were to develop a model to educate the educators who deliver simulation-based learning and to test to which extent this model could be transferred to education providers in different national settings.

Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning.

Background: Clinical reasoning is viewed as a problem-solving activity; in games, players solve problems. To provide excellent patient care, nursing students must gain competence in clinical reasoning. Utilising gaming elements and virtual simulations may enhance learning of clinical reasoning.