Clinical Simulation in Nursing RSS feed: Current Issue. Clinical Simulation in Nursing is an international, peer reviewed journal published online nine times annually. Clinical Simulation in Nursing is the official journal of the International Nursing Association of Clinical and Simulated Learning (INACSL) and reflects the mission INACSL. The journal accepts manuscripts meeting one or more of the following criteria: Collaborating, mentoring, and networking for the advancement of nursing and health care education and practice through simulation and technology Integrating teaching strategies developed from simulation and technology Advancing nursing and health care through education, research, and technology Supporting the use of simulation and technology to enhance patient-centered care and evidence based practice Disseminating, reviewing, and updating knowledge, guidelines, regulations, and legislative policies that impact nursing and health care education and practice http://www.nursingsimulation.org/?rss=yesElsevier Inc.en © 2012 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved. Clinical Simulation in Nursing1876-139985May 2012 © 2012 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nursingsimulation.org/article/PIIS1876139912000527/abstract?rss=yes INACSL will soon deliver a dynamic, active Web site based on your personal membership needs and promoting INACSL's mission and vision.INACSL Board Bytes: New Web Site Coming Soon—The Process . . .Beverly Hewett10.1016/j.ecns.2012.04.001Clinical Simulation in Nursing 8, 5 (2012)2012-05-01Clinical Simulation in Nursing2012-05-0185S1876-1399(11)X0012-9Editoriale155e155http://www.nursingsimulation.org/article/PIIS1876139910001659/abstract?rss=yesAbstract: Background: High-fidelity computer-assisted simulation devices have been introduced as a way to improve student confidence and performance. However, these devices have not been verified to improve intravenous (IV) insertion skills in a patient care experience.Method: An experimental randomized controlled study was conducted to determine whether instruction supported by high-fidelity computer-assisted simulation technology enables a student to access veins more confidently and efficaciously than does the use of current latex arm task-trainer technology. The sample included 94 junior baccalaureate nursing students. Skill, confidence, and actual IV insertion into a patient were evaluated by means of skill return demonstration, confidence survey tool, and clinical self-reporting.Results: Univariate analyses of the skill scores found no statistically significant difference in return demonstration skill by simulation instruction method used (p = .7). Similarly, no significant difference was seen in the student confidence score versus simulation method. The ability to insert an IV into a patient did not correlate with either instruction device used.Conclusion: Although high-fidelity computer-assisted simulation has helped in many areas of student education, it does not appear to assist students in IV insertion in either skill ability or confidence.IV Insertion Simulation: Confidence, Skill, and PerformanceAnita C. Reinhardt, Iris L. Mullins, Conni De Blieck, Pamela Schultz10.1016/j.ecns.2010.09.001Clinical Simulation in Nursing 8, 5 (2012)2011-03-10Clinical Simulation in Nursing2011-03-1085S1876-1399(11)X0012-9Featured Articlese157e167http://www.nursingsimulation.org/article/PIIS1876139910001660/abstract?rss=yesAbstract: Clinical simulation has been shown to enhance nursing education. This article is a case summary of one associate degree college’s experience with simulation and describes learning outcomes in eight nursing courses after the inclusion of simulation in the curriculum. It also describes other applications of simulation prompted by faculty and student needs. Our experience showed higher skill scores and greater reported student comfort and confidence in clinical settings after participation in simulation. Simulation, when used as a learning strategy in theory courses, has generally resulted in increases in theory examination scores of 2.5% or greater. A Capstone project in the college’s simulation center in the final nursing semester is described. Medical Education Technologies Incorporated (METI®) and Gaumard® simulators and evidence-based simulated clinical experiences were used in our simulation center.Integrating Simulation Innovatively: Evidence in Teaching in Nursing EducationLinde J.B. Wolfgram, Annette O’Leary Quinn10.1016/j.ecns.2010.09.002Clinical Simulation in Nursing 8, 5 (2012)2011-03-14Clinical Simulation in Nursing2011-03-1485S1876-1399(11)X0012-9Featured Articlese169e175http://www.nursingsimulation.org/article/PIIS1876139910001672/abstract?rss=yesAbstract: Simulation in nursing has gained international prominence. While Europe and Asia have made significant advances in simulation in nursing, the Pan-American countries have struggled with limited financial resources and geographic barriers, to name a few issues. This article details one faculty member’s experiences hosting the first preconference simulation workshop at La Asociacion Latino Americano de Educacion en Enfermeria in the city of Panama. The University of South Florida cosponsored a nursing workshop in the fall of 2009. Participants included 31 nurses. Our Pan-American colleagues embrace simulation technology and are eager for ongoing workshops. Discussion is needed to identify ways to help our nursing colleagues in Latin America seek funding sources and potential collaborators to further develop their simulation initiatives in nursing education.Simulation Workshop in Pan-America: Lessons LearnedLaura González10.1016/j.ecns.2010.08.004Clinical Simulation in Nursing 8, 5 (2012)2011-03-07Clinical Simulation in Nursing2011-03-0785S1876-1399(11)X0012-9Featured Articlese177e180http://www.nursingsimulation.org/article/PIIS1876139910001684/abstract?rss=yesAbstract: In an effort to better prepare students for practice in a complex health care environment, a unique, unfolding, multisetting simulation was implemented in a postbaccalaureate nursing program. Through a collaborative process, instructors with varied expertise in medical–surgical, community health, and mental health nursing created scenarios that followed a single patient over time as he received community health services, hospitalization, and discharge for home care. Students were able to view the patient from the perspective of multiple nursing roles. Opportunities to address acute, chronic, and mental health care needs were key features of the simulation. This article describes the process of creating, implementing, and evaluating the unfolding, multisetting simulation.Creating and Implementing an Unfolding, Multisetting Simulation in a Postbaccalaureate Nursing ProgramDebra A. Filer, Barbara Champlin, Roberta Hunt10.1016/j.ecns.2010.09.003Clinical Simulation in Nursing 8, 5 (2012)2011-03-07Clinical Simulation in Nursing2011-03-0785S1876-1399(11)X0012-9Featured Articlese181e186http://www.nursingsimulation.org/article/PIIS1876139911001575/abstract?rss=yesAbstract: Clinical sites are a challenge to find for students in some areas of nursing, including experiences in community and public health settings. The use of clinical simulation is gaining popularity and allows worthwhile experiences that emphasize concepts important in the home care environment. This article discusses how faculty developed both a simulated home environment and a simulation experience to facilitate students' learning how to address client safety and culturally competent home care across the life span.Using a Multicultural Family Simulation in Public Health Nursing EducationJennan Phillips, Joan S. Grant, Gary W. Milligan, Jacqueline Moss10.1016/j.ecns.2011.08.007Clinical Simulation in Nursing 8, 5 (2012)2011-10-13Clinical Simulation in Nursing2011-10-1385S1876-1399(11)X0012-9Featured Articlese187e191http://www.nursingsimulation.org/article/PIIS1876139912000321/abstract?rss=yes Few in health care education doubt the effectiveness of clinical simulation as a powerful teaching–learning technique. As an instructional strategy, clinical simulation has been purported to teach a variety of content, including psychomotor skills, teamwork, leadership, and clinical reasoning, and to increase student confidence in clinical situations.Making Sense of Methods and Measurement: The Need for Rigor in Simulation ResearchSusan Prion, Katie Adamson10.1016/j.ecns.2012.02.005Clinical Simulation in Nursing 8, 5 (2012)2012-05-01Clinical Simulation in Nursing2012-05-0185S1876-1399(11)X0012-9Measurement and Data Analysise193e193