Nurturing a Nursing Workforce: Developing and Implementing Role-Play.

Nurses' demands and challenges can sometimes lead to burnout, compassion fatigue, and a lack of focus on self-care. Implementing innovative strategies, such as role-play, may be instrumental in nurturing and rejuvenating the health care workforce. Role-play simulations offer a promising method to support essential skills and practices for health care workers.

Remembering to Resume: A Randomized Trial Comparing Combined Interruption Management Training and Simulation-Based Education to Simulation-Based Education Alone.

Aim: This study aimed to determine if purposeful presimulation interruption management training impacts cognitive load and successful completion of simulation objectives more than the experience alone.

Background: Practicing nurses are frequently interrupted, increasing the risk for error and task time. Novices are particularly vulnerable to interruption consequences.

Mpox in the United States: Current implications for public health nursing.

In 2022, mpox, an orthopoxvirus first isolated in 1958 in cynomolgus monkeys, became a global public health threat. While the virus can be communicated through skin-to-skin contact from any infected person to non-infected person, most cases in the United States have been in gay and bisexual men. Consequently, early public health and community-based efforts concentrated on reducing infections in this population.

Telehealth across nursing education: Findings from a national study.

Background: The onset of COVID-19 perpetuated the necessity for nursing students to be telehealth savvy upon graduation. There is minimal research regarding the integration of telehealth in nursing curricula across multiple levels.

Purpose: The purpose of this survey study was to determine the current or future use of telehealth content and experiences in prelicensure and graduate nursing program curricula.

Nurse Practitioner Student Perceptions of a Pilot Simulated Gerontologic Telehealth Visit.

Background: Recently published nurse practitioner (NP) education organization recommendations and telehealth equipment acquisition necessitated integration of telehealth simulation into NP curricula at a large, public university. The COVID-19 pandemic and associated rapid uptake of telehealth accelerated the need for evidence-supported research in tele-health simulation in NP education.

Method: A formative gerontologic simulation scenario using telehealth robot technology was developed by synthesizing best practice guidelines for simulation and telehealth delivery.

Standardizing nurse practitioner student evaluation during high-stakes clinical examinations.

Nurse practitioners (NPs) require clinical competence in advanced health assessment skills to differentiate between normal, variations of normal, and abnormal patient findings. High-stakes clinical examinations, using live hands-on simulation scenarios and standardized patients (SPs) or other human role players, are accepted teaching and evaluation tools for NP students. Providing objective, valid, and reliable feedback to students during high-stakes clinical examinations is of considerable value for ongoing skill development.

Considerations for the Effective Integration of Virtual Simulation in the Undergraduate Nursing Curriculum.

Nursing education employs a cadre of strategies to address faculty shortages, increased student admissions, and the decreased availability of clinical sites. Virtual simulation provides an innovative way to provide a robust learning experience that can be used in conjunction with or in lieu of some portion of clinical experiences. The authors highlight how virtual simulation can be used and outline considerations for educators considering virtual simulation integration.

Comparison of Clinical Options: High-Fidelity Manikin-Based and Virtual Simulation.

Background: Minimal evidence compares nursing student outcomes when replacing clinical hours with manikin-based high-fidelity patient simulation (HFPS) or virtual simulation.

Purpose: The study aims were to compare differences in outcomes: (1) between 2 intervention groups (HFPS or virtual simulation) when replacing 25% of pediatric/obstetrics clinical hours and (2) pass/fail for clinical practice between the intervention groups and a face-to-face clinical group (control).

Methods: A quasi-experimental study was conducted to determine differences in knowledge between intervention groups participating in 6 pediatric/obstetrics simulation scenarios.

The Physical-Virtual Patient Simulator: A Physical Human Form With Virtual Appearance and Behavior.

Introduction: We introduce a new type of patient simulator referred to as the Physical-Virtual Patient Simulator (PVPS). The PVPS combines the tangible characteristics of a human-shaped physical form with the flexibility and richness of a virtual patient. The PVPS can exhibit a range of multisensory cues, including visual cues (eg, capillary refill, facial expressions, appearance changes), auditory cues (eg, verbal responses, heart sounds), and tactile cues (eg, localized temperature, pulse).

Early Recognition of Pediatric Sepsis Simulation Checklist - An Exploratory Study.

Purpose: To report on the modification and exploration of a 21-item Early Detection of Pediatric Sepsis Assessment Checklist aimed at improving nursing students' recognition of key factors that contribute to early detection of sepsis in pediatric patients through clinical simulation.

Design And Methods: One hundred and thirty-one undergraduate, pre-licensure nursing students were evaluated using the adapted 21-item Early Detection of Pediatric Sepsis Assessment Checklist in simulation using high-fidelity manikins. Categorical Principle Component Analysis was used to evaluate for factor structure, with items accounting for <0.

The Impact of Critical Thinking on Clinical Judgment During Simulation With Senior Nursing Students.

Aim: The study examined the impact of critical thinking (CT) on clinical judgment (CJ) during a pediatric Objective Structured Clinical Evaluation (OSCE) with 160 pre-licensure nursing students.

Background: Educators are called to transform teaching strategies to develop CJ but confusion exists over definitions.

Method: A descriptive correlational design was used to examine demographics and Tower of Hanoi (TOH) and Health Science Reasoning Test (HSRT) scores.

Can a virtual patient trainer teach student nurses how to save lives--teaching nursing students about pediatric respiratory diseases.

Introduction: Virtual environments offer a variety of benefits and may be a powerful medium with which to provide nursing education. The objective of this study was to compare the achievement of learning outcomes of undergraduate nursing students when a virtual patient trainer or a traditional lecture was used to teach pediatric respiratory content.

Methods: This was a randomized, controlled, posttest design.

Research regarding debriefing as part of the learning process.

Introduction: Debriefing is a process involving the active participation of learners, guided by a facilitator or instructor whose primary goal is to identify and close gaps in knowledge and skills. A review of existing research and a process for identifying future opportunities was undertaken.

Methods: A selective critical review of the literature on debriefing in simulation-based education was done.

Alternative educational models for interdisciplinary student teams.

Background: Few studies compare instructor-modeled learning with modified debriefing to self-directed learning with facilitated debriefing during team-simulated clinical scenarios.

Objective: : To determine whether self-directed learning with facilitated debriefing during team-simulated clinical scenarios (group A) has better outcomes compared with instructor-modeled learning with modified debriefing (group B).

Methods: This study used a convenience sample of students.

Application of the Health Belief Model to bariatric surgery.

This article discusses the challenging issues faced by women who are diagnosed as being medically obese (i.e., body mass index > or = 30 kg/m).

Effectiveness of 2 methods to teach and evaluate new content to neonatal transport personnel using high-fidelity simulation.

Neonatal transport team members undergo initial and periodic training to ensure knowledge and performance competencies. Given that various methods can be employed in this effort, it is important to evaluate how well new knowledge is learned and applied by transport team members and assess learner satisfaction. Self-paced modular learning and expert-modeled learning using high-fidelity simulations (HFSs) are 2 teaching/learning/evaluation tools for content application for team members.

Playing it safe: simulated team training in the OR.

Health care professionals are expected to make prompt, accurate decisions in life-threatening emergency situations in the OR. Perioperative leaders are faced with the challenge of ensuring that OR team members are prepared to respond to potentially lethal emergencies, including rare and infrequent events. This article describes the importance of team training for all members of the OR team.

Comparison of self-directed learning versus instructor-modeled learning during a simulated clinical experience.

Background: There are no reports in the literature that compare instructor-modeled learning to self-directed learning when simulation is used. Therefore, no evidence exists to know which approach is superior. This study aims to test the hypothesis that instructor-modeled learning is more effective compared with self-directed learning during a simulated clinical experience.