Nursing Education Leaders Decision-Making During a Pandemic Crisis.

Academic nursing leaders faced unprecedented decision-making during the recent global pandemic. Although some universities had emergency response plans, many did not, and those that did have plans did not address the specific needs of nursing education programs. This descriptive survey study sought to describe the decision-making and response of nursing education leaders during the pandemic and provide recommendations for the future.

The impact of covid-19 on the regulation of nursing practice and education.

To adapt to the environment resulting from a worldwide pandemic, states across the country enacted regulation changes impacting nursing education, entry into practice, and licensure. In this manuscript, the authors collected state board of nursing data from sources including websites and letters from the State Boards to deans, directors, and chairs. Information obtained reflected changes to regulation of practice and regulation of education.

Development of a Scale to Measure Synergy: A Tool to Evaluate Team-Based Learning in Nursing.

Aim: The purpose of this study was to develop and pilot an instrument to assess group synergy and team-based learning among nursing students.

Background: Little is known on how to evaluate soft nursing skills such as synergy.

Method: Nurse faculty were recruited through purposive and snowball sampling to serve on an expert panel.

Evaluation of two simulation methods for teaching a disaster skill.

Introduction: With increasing use of virtual reality simulation (VRS) in nursing education, there is a paucity of research exploring learning outcomes following training with VRS as compared with traditional mannequin-based simulation. Given the resource intensive nature of mannequin-based simulation, especially for disaster education, understanding outcomes from newer technologies like VRS are needed.

Methods: A quasi-experimental design was used to examine the differences in learning outcomes for the disaster skill of decontamination, based on type of simulation.

Anxiety and Stress in Live Disaster Exercises.

Introduction: Nurses play critical roles in disaster response, often preparing through simulated exercises. According to The NLN Jeffries Simulation Theory, simulations can lead to anxiety in participants that affects learning. The objective of this research was to measure and describe anxiety and stress levels of participants in a live disaster-training exercise.

Effectiveness of Two Varying Levels of Virtual Reality Simulation.

Aim: The aim of the study was to assess two levels of immersive virtual reality simulation (VRS) to teach the skill of decontamination.

Background: Little is known about the use of VRS in providing disaster education, including retention.

Method: Quasiexperimental design with repeated measures, supplemented by qualitative data, using a convenience sample of senior baccalaureate nursing students (n = 197) from four Midwest campuses was used.

The Student Experience With Varying Immersion Levels of Virtual Reality Simulation.

With increasing use of virtual reality simulation (VRS) in nursing education and given the vast array of technologies available, a variety of levels of immersion and experiences can be provided to students. This study explored two different levels of immersive VRS capability. Study participants included baccalaureate nursing students from three universities across four campuses.

National Disaster Health Consortium: Competency-Based Training and a Report on the American Nurses Credentialing Center Disaster Certification Development.

As the largest profession of health care providers, nurses are an integral component of disaster response. Having clearly delineated competencies and developing training to acquire those competencies are needed to ensure nurses are ready when disasters occur. This article provides a review of nursing and interprofessional disaster competencies and development of a new interprofessional disaster certification.

Learning Outcome Measurement in Nurse Participants After Disaster Training.

Objective: The National Disaster Health Consortium is an interprofessional disaster training program. Using the Hierarchical Learning Framework of Competency Sets in Disaster Medicine and Public Health, this program educates nurses and other professionals to provide competent care and leadership within the interprofessional team. This study examined outcomes of this training.

Learning and Retention Using Virtual Reality in a Decontamination Simulation.

Aim: The purpose of this study was to examine the longitudinal effects of virtual reality simulation (VRS) on learning outcomes and retention.

Background: Disaster preparation for health care professionals is seriously inadequate. VRS offers an opportunity to practice within a realistic and safe environment, but little is known about learning and retention using this pedagogy.

Development of an assessment instrument to evaluate performance of the skill of decontamination.

Background And Purpose: Nurses must competently demonstrate psychomotor skills. Few reliable and valid instruments are available for psychomotor evaluation for disaster skills, including the skill of decontamination.

Objectives: The purpose of this study was to develop and refine an instrument to measure the skill of decontamination.

Decontamination training: with and without virtual reality simulation.

Nurses must be prepared to care for patients following a disaster, including patients exposed to hazardous contaminants. The purpose of this study was to examine the use of virtual reality simulation (VRS) to teach the disaster-specific skill of decontamination. A quasi-experimental design was used to assign nursing students from 2 baccalaureate nursing programs to 1 of 2 groups to learn the disaster skill of decontamination-printed written directions or VRS.

Preparing Nursing Students for Leadership Using a Disaster-Related Simulation.

Increasing numbers and severity of disasters across the globe require nurses to be prepared to provide leadership in disaster situations. To address this need, a combination of didactic and simulation exercises was used to provide a daylong experience emphasizing application of nursing leadership skills in disasters to senior baccalaureate students. Evaluation of learning outcomes demonstrated significant improvement in student self-efficacy related to leadership in disasters.

Assessing performance outcomes of new graduates utilizing simulation in a military transition program.

This multi-site, quasi-experimental study examined the performance outcomes of nurses (n = 152) in a military nurse transition program. A modified-performance instrument was used to assess participants in two high-fidelity simulation scenarios. Although results indicated a significant increase in scores posttraining, only moderate interrater reliability results were found for the new instrument.

An innovative approach to preparing nursing students for care of the elderly in the home.

Nurse educators must prepare future nurses for the increasing number of elderly requiring care in community-based settings. This quasi-experimental study examined the outcomes of a geriatric home care simulation experience for senior community health nursing students (n = 56). The experience included a home care visit to an elderly diabetic client using a high-fidelity human patient simulator as well as a geriatric home safety assessment exercise.

The use of high-fidelity simulation to teach home care nursing.

The use of high-fidelity human patient simulation (HPS) is increasing in nursing education, yet little is known about its use in community health. This study examined an HPS home care experience to determine effects on three outcomes (student satisfaction, self-confidence, and learning). In addition, design characteristics of the simulation and demographic characteristics of students were examined for correlation with these outcomes.

High-fidelity simulation: factors correlated with nursing student satisfaction and self-confidence.

While available research suggests positive outcomes when using high-fidelity simulation in nursing education, little is known about factors associated with these outcomes. This descriptive, correlational study examined the effects of a simulation experience on two outcomes (student satisfaction and self-confidence) as well as factors correlating with these outcomes. This was accomplished by both descriptive statistical analysis (mean and standard deviation) in addition to correlational statistical analysis using bivariate statistics (Spearman's rho) and multiple linear regression.