Clinical Simulation in Nursing RSS feed: Current Issue. Clinical Simulation in Nursing is an international, peer reviewed journal published online six 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 Published by Elsevier Inc. Clinical Simulation in Nursing1876-139981January 2012 © 2012 Published by Elsevier Inc. healthpermissions@elsevier.comhttp://www.nursingsimulation.org/article/PIIS1876139911002507/abstract?rss=yesGreetings INACSL Members! During this busy holiday season and approach of the new year, the purpose of this message is twofold: to extend my thanks to our INACSL supporters and share the wonderful opportunities in store for the future. I am overcome with gratitude as I think of the many volunteers who tirelessly share their knowledge, resources, and expertise to assist INACSL in achieving the goals outlined in our Strategic Plan. These include, first and foremost, the INACSL board of directors and numerous committee members who willingly donate their time to contribute during those long and arduous board meetings, review conference abstracts, plan for engaging presentations during the INACSL 2012 conference, guide the choices for our keynote speakers, monitor the Listserv, and assist with communications and educational program planning. The INACSL organization could not exist without you! And thanks to our corporate vendors who support the work of INACSL by providing financial resources for scholarships, grants, and other conference-related activities. INACSL understands that high-quality scholarly programming is not possible without significant financial investment. Finally, thanks to our members who continue to submit their best work for presentations at the conference and selflessly respond on the Listserv with great suggestions, thus paving the way for simulation educators globally. The high quality of our membership is the main contributing factor to the high quality of our conference and educational offerings.President’s Message: INACSL Initiatives for the New YearValerie M. Howard10.1016/j.ecns.2011.11.001Clinical Simulation in Nursing 8, 1 (2012)2012-01-01Clinical Simulation in Nursing2012-01-0181S1876-1399(11)X0008-7Editoriale1e1http://www.nursingsimulation.org/article/PIIS1876139910001301/abstract?rss=yesAbstract: Introduction: Nursing personnel injury related to patient transfer is epidemic, and reduction of injury rates is a national priority. Hierarchical task analysis (HTA) was chosen to address this issue.Method: HTA methods were used to create an optimum task set and protocol which consisted of Internet-based education, simulation practice, and debriefing. Participants (N = 71) were randomly assigned to teams to perform simulated transfers. Pre- to postintervention transfer success was evaluated by ergonomic experts.Results: Each team improved significantly from pre- to postintervention (N = 19), with every protocol step demonstrating improvement (N = 10). Interrater reliability of the evaluation instrument was calculated (.43–.83).Conclusion: Simulation was used successfully to improve transfer success. This approach shows promise in reduction of transfer-related nursing injury.An Ergonomic Protocol for Patient Transfer That Can Be Successfully Taught Using Simulation MethodsJohn M. O'Donnell, Joseph S. Goode, Richard A. Henker, Sheryl Kelsey, Nicholas Bircher, Pamela Peele, Judith Bradle, Richard Engberg, John Close, Kim Sutton-Tyrrell10.1016/j.ecns.2010.05.003Clinical Simulation in Nursing 8, 1 (2012)2010-10-04Clinical Simulation in Nursing2010-10-0481S1876-1399(11)X0008-7Featured Articlese3e14http://www.nursingsimulation.org/article/PIIS1876139910001313/abstract?rss=yesAbstract: Background: This prospective descriptive study examined the relationship between low-tech, high-fidelity simulation–based training and pre- and posttraining changes in participant self-efficacy (SE).Method: A 3-week training was followed by a 2-day session 4 months later in Cuernavaca, Mexico. Midwives and obstetrical nurses either participated in or observed 41 scenarios during a clinical update in emergency obstetric skills.Results: SE increased significantly. It decreased at 4 months posttraining but remained higher than pretraining levels.Conclusion: The training positively affected participants' perceived readiness for the technical, behavioral, and cognitive dimensions of obstetric emergencies. After simulation training, participants faced the critical, high-pressure, and often abusive “real world” in clinical sites, which may explain the drop in SE scoresr.Self-Efficacy Change With Low-Tech, High-Fidelity Obstetric Simulation Training for Midwives and Nurses in MexicoSusanna Rose Cohen, Leslie Cragin, Bob Wong, Dilys M. Walker10.1016/j.ecns.2010.05.004Clinical Simulation in Nursing 8, 1 (2012)2010-09-28Clinical Simulation in Nursing2010-09-2881S1876-1399(11)X0008-7Featured Articlese15e24http://www.nursingsimulation.org/article/PIIS1876139910001428/abstract?rss=yesAbstract: Background: The role of the nurse educator is complex. It is imperative that educators design pertinent learning activities that implement innovative teaching strategies, use the latest pedagogical techniques, and evaluate that learning occurred.Method: This study used a quantitative, quasi-experimental, comparison group crossover design and compared teaching strategies using simulation in the classroom. The purpose of the study was to determine whether fourth-semester associate of science in nursing students who participated in debriefing sessions after watching prerecorded high-fidelity simulation scenarios in a nursing class obtained higher examination scores than those who received the same content through traditional lecture format with case studies. The participants also reported their satisfaction with the teaching methods used in the classroom and their feelings of self-confidence in learning the new material.Results: Analysis of the descriptive data revealed no significant differences between the two study groups. Each of three hypotheses was tested on two different occasions through the crossover study design. Results revealed a significantly higher cardiac examination score for the participants who received a lecture and case studies for the cardiac content. However, there were no significant differences in the exam scores on hypoperfusion content between the two groups. Both participant groups reported significantly higher satisfaction and self-confidence scores with the lecture and case study teaching strategy.Conclusion: This study used an active teaching strategy for a group of participants who were accustomed to a lecture format classroom. They continued to prefer the lecture format. Further research is needed to assess outcomes associated with using simulation in the classroom.Simulation Use in the Classroom: Impact on Knowledge Acquisition, Satisfaction, and Self-ConfidenceKristen D. Zulkosky10.1016/j.ecns.2010.06.003Clinical Simulation in Nursing 8, 1 (2012)2010-09-28Clinical Simulation in Nursing2010-09-2881S1876-1399(11)X0008-7Featured Articlese25e33