Clinical Simulation in Nursing RSS feed: Articles in Press. 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//inpress?rss=yesElsevier Inc.en © 2010 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved. Clinical Simulation in Nursing1876-13992010-02-17 © 2010 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nursingsimulation.org/article/PIIS1876139909005799/abstract?rss=yesAbstract: Background: The Agency for Healthcare Research and Quality estimates 98,000 deaths occur each year as a result of medical errors, and preventable medical errors are increasing each year. Managing complex health care environments to ensure safe, quality patient care outcomes is an important nursing contribution. Experienced nurses are able to predict patient risk and harm based on experience and knowledge and to act to recognize and respond to this risk. First-year prelicensure nursing students have not yet developed this knowledge and skill or a clear sense of their accountability in the nurse role as primary advocate for patient safety.Method: A quasi-experimental, pre–post test study of 285 students enrolled in a prelicensure clinical nursing course was conducted to describe results of an innovative simulation learning experience with standardized patients that is focused on preventing patient falls, a dramatic example of a patient outcome that is sensitive to nursing care.Results and conclusions: Results of the simulation learning experience suggest this instructional modality provides students with knowledge and skill gains and challenges them with memorable experiential learning that they can apply to clinical practice.Using Simulation to Teach Prelicensure Nursing Students to Minimize Patient Risk and Harm - Corrected ProofGregory A. DeBourgh, Susan K. Prion10.1016/j.ecns.2009.12.009Clinical Simulation in Nursing (2010)2010-02-17Clinical Simulation in Nursing2010-02-17FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005489/abstract?rss=yesAbstract: Psychosocial vital signs (PVSs) are a recently developed nursing tool measuring psychosocial variables of health. High-fidelity simulation, an interactive method of teaching PVSs, is designed for progressive implementation across the undergraduate nursing program curriculum. While learning basic assessment skills, students are introduced to PVS components as essential variables in assessing patients holistically. In a review of conceptual understanding of PVSs, this article states a threefold purpose for their use. Underlying theoretical premises of PVSs are presented, and components of the three-phase curriculum for teaching PVSs are discussed. Faculty roles in implementing the curriculum are summarized.Teaching Psychosocial Vital Signs Across the Undergraduate Nursing Curriculum - Corrected ProofCharlotte M. Spade, Margaret Mulhall, Doctoral student10.1016/j.ecns.2009.10.002Clinical Simulation in Nursing (2009)2009-12-31Clinical Simulation in Nursing2009-12-31FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005507/abstract?rss=yesAbstract: Background: High-fidelity human simulation provides an innovative teaching method for nursing students. Faculty members face challenges related to the integration of this method of teaching within a curriculum.Method: The purpose of this study was to implement and integrate the use of high-fidelity human simulation as a teaching and active learning strategy throughout the undergraduate nursing curriculum and evaluate the student and faculty perceptions related to this instructional technology. Kolb's experiential learning theory and Jeffries's Nursing Education Simulation Framework provided the framework for this research project. Creative methods for implementation of simulation in various courses are described. A mixed-methods (survey and focus group) research design was used to measure student and faculty perceptions of this process. Following the simulation experience, students (N = 151) completed the simulation evaluation survey, and faculty (N = 6) participated in focus groups to provide insight into the experience.Results/Conclusions: Student responses related to the experience were overwhelmingly positive, and while faculty agreed that the use of simulation was beneficial to the achievement of learning objectives, many challenges related to the use of the technology were experienced. This study supports the use of simulation in an undergraduate nursing curriculum and offers suggestions for faculty faced with implementing simulation.Integration of Simulation Across the Undergraduate Curriculum: Student and Faculty Perspectives - Corrected ProofValerie Michele Howard, Nadine Englert, Kirstyn Kameg, Katherine Perozzi10.1016/j.ecns.2009.10.004Clinical Simulation in Nursing (2009)2009-12-28Clinical Simulation in Nursing2009-12-28FEATURED ARTICLEShttp://www.nursingsimulation.org/article/PIIS1876139909005301/abstract?rss=yesAbstract: As the impact of medical mistakes and the significance of patient safety become more evident through the work of national agencies such as the Joint Commission on Accreditation of Healthcare Organizations, the Institute for Healthcare Improvement, and the Agency for Healthcare Research and Quality, health care organizations are searching for innovative techniques to train hospital personnel on providing safe patient care. High-fidelity human patient simulation has gained popularity in the fields of nursing and medical education and for orientation programs that introduce new nurses to critical care. However, creative methods for the application of high-fidelity simulation in the continued professional development and education of experienced nursing personnel, residents, respiratory therapists, pharmacists, and doctors remain limited within the hospital setting. This article highlights the significance of simulation in health care and the impact, for members of the health care delivery team, of simulation-based training on decision making, critical thinking skills, teamwork, effective communication, and patient safety.Multidisciplinary Simulation Centers: Promoting Safe Practice - Corrected ProofAbigail C. Strouse10.1016/j.ecns.2009.08.007Clinical Simulation in Nursing (2009)2009-12-25Clinical Simulation in Nursing2009-12-25FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005325/abstract?rss=yesAbstract: Background: This pilot study evaluated the effect of videotape-facilitated human patient simulator (HPS) practice and guidance on clinical performance indicators.Method: Nursing and nurse anesthetist students in the treatment group (n = 20) participated in HPS practice and guidance using videotape-facilitated debriefing, and the control group (n = 20) participated in HPS practice and guidance using oral debriefing alone.Results: Students in the intervention group were significantly more likely to demonstrate desirable behaviors concerning patient identification, team communication, and vital signs. The role students played in the simulation significantly impacted their performance. When scores of both the intervention and control groups were combined, team leaders, airway managers, and nurse anesthetists had higher mean total performance scores than crash cart managers, recorders, or medication nurses.Conclusion: Video-facilitated simulation feedback is potentially a useful tool in increasing desirable clinical behaviors in a simulated environment.Using Video-Facilitated Feedback to Improve Student Performance Following High-Fidelity Simulation - Corrected ProofJoan S. Grant, Jacqueline Moss, Chad Epps, Penni Watts10.1016/j.ecns.2009.09.001Clinical Simulation in Nursing (2009)2009-12-18Clinical Simulation in Nursing2009-12-18FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005131/abstract?rss=yesAbstract: The University of Saint Francis (USF) has partnered with Parkview Health System, an acute care facility, to integrate an electronic medical record (EMR) system into the undergraduate nursing curriculum at USF. Through an Internet connect account designed by Parkview Health, students and faculty have access to Parkview's EMR training system anywhere they have an Internet connection. Parkview Health has agreed to allow USF nursing students and faculty access to its EMR training system at no cost. This project is an effort to enhance nursing students' competence and confidence in using EMR systems while providing nurse educators with the technology to facilitate hands-on, interactive teaching methods that will prepare the next generation of nurses for the technologically rich environment of health care.Partnering to Enhance the Nursing Curriculum: Electronic Medical Record Accessibility - Corrected ProofLorie Lucas10.1016/j.ecns.2009.07.006Clinical Simulation in Nursing (2009)2009-11-20Clinical Simulation in Nursing2009-11-20FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005258/abstract?rss=yesAbstract: A significant effort must be made to adequately prepare nursing students to anticipate personal reactions and develop appropriate coping mechanisms prior to graduation. It is particularly important for nursing curricula to equip students during academic and clinical experiences with skills necessary to productively cope with the stressors faced in difficult end-of-life situations if nurses are to be able to cope effectively in practice. Textbooks have been slow to include all content areas of end-of-life encouraged by the American Association of Colleges of Nursing presented at the End-of-Life Nursing Education Consortium in 2000. Simulation can be an effective teaching strategy to identify anxiety levels prior to clinical experiences and a venue for the exploration of learning and coping styles.The Simulation Imperative of End-of-Life Education - Corrected ProofCam A. Hamilton10.1016/j.ecns.2009.08.002Clinical Simulation in Nursing (2009)2009-11-20Clinical Simulation in Nursing2009-11-20FEATURED ARTICLEShttp://www.nursingsimulation.org/article/PIIS1876139909005295/abstract?rss=yesBackground: Despite its popularity, many nurse educators are reluctant or unprepared to use manikin-based simulation in their teaching. The purposes of this article are to describe a state-wide collaborative project to help baccalaureate and associate degree program faculty develop and utilize manikin-based simulations in online and face-to-face nursing courses and to share assessment findings regarding the effectiveness of the project in influencing faculty interest in simulation.Method: Faculty completed a simulation interest and usefulness survey at the start and end of the project year.Results/conclusions: Trends of increased comfort in creating and using simulation in courses were observed and all faculty teams reported developing simulations. Challenges and suggested solutions for maintaining faculty interest and engagement in learning new teaching pedagogies are discussed.A Collaborative Project to Influence Nursing Faculty Interest in Simulation - Corrected ProofDebra A. Jansen, Catherine Berry, Gail Hanson Brenner, Nita Johnson, Gunnar Larson10.1016/j.ecns.2009.08.006Clinical Simulation in Nursing (2009)2009-11-20Clinical Simulation in Nursing2009-11-20FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005313/abstract?rss=yesAbstract: The capacity building for simulation sustainability model is presented to assist nursing faculty in the development of simulation resources and activities. The model gives significant consideration to the economic concepts of both capacity building and sustainability. The complex systems model was conceived and utilized as our faculty moved forward with planning, implementing, and evaluating simulation activities for our undergraduate curriculum. The conceptual framework and an informal evaluation of the model are described.Capacity Building for Simulation Sustainability - Corrected ProofRobin E. Pattillo, Beverly Hewett, Michael D. McCarthy, Deana Molinari10.1016/j.ecns.2009.08.008Clinical Simulation in Nursing (2009)2009-11-20Clinical Simulation in Nursing2009-11-20FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005118/abstract?rss=yesAbstract: Background: The efficacy of using high-fidelity simulation to facilitate 1st-year nursing students' learning of problem-solving skills has not been established.Method: The authors tested the efficacy of using high-fidelity simulation to facilitate understanding of problem-solving skills among 1st-year nursing students. Knowledge and attitude changes were evaluated using pre- and posttests.Results/Conclusions: Of students who completed the pre- and postsimulation assessments, 82% showed a significant gain in knowledge. All students (114) showed a significant positive difference for multiple attitudinal items, including critical thinking skills, overall nursing knowledge, confidence, and communication. Facilitating acquisition of problem solving through the use of high-fidelity simulation is effective and welcomed by all participants in this study cohort. More research is needed to determine the long-term effects of this method.High-fidelity Simulation in Teaching Problem Solving to 1st-Year Nursing Students: A Novel Use of the Nursing Process - Corrected ProofHelen K. Burns, John O'Donnell, Jamie Artman10.1016/j.ecns.2009.07.005Clinical Simulation in Nursing (2009)2009-11-13Clinical Simulation in Nursing2009-11-13FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909004964/abstract?rss=yesAbstract: Debriefing after a simulated clinical situation allows dissemination of active learning to every member of the group. The debriefing process enables participants to more fully think through and discuss what has transpired, gain a more in-depth understanding and appreciation of knowledge, and retain knowledge and skills for future application. The debriefing is also a means by which individuals can process their reactions and feelings related to clinical situations. A successful debriefing is one in which the participants do most of the talking. The facilitator's roles of creating a safe environment for the students to learn and of structuring a seemingly unstructured learning event are paramount to the effectiveness of the debriefing session. The focus of this article is how one can create a climate in which students will engage in meaningful discussion and how to stimulate focused discussions during a debriefing session.Establishing the Climate for a Successful Debriefing - Corrected ProofM. Patricia Wickers10.1016/j.ecns.2009.06.003Clinical Simulation in Nursing (2009)2009-11-12Clinical Simulation in Nursing2009-11-12FEATURED ARTICLEhttp://www.nursingsimulation.org/article/PIIS1876139909005143/abstract?rss=yesIt was wonderful to see so many of you attend the International Nursing Association for Clinical Simulation and Learning's (INACSL) annual conference held in St. Louis, Missouri, this past June. Attendance was high and enthusiasm unwavering. We identified challenges for the future and plans to rise up and meet them. Information, data, thoughts, and dreams were shared and visions for the future created. What a successful few days it was, and I wish, as always, that it could last longer!President's Message - Corrected ProofKim Leighton PhD10.1016/j.ecns.2009.07.007Clinical Simulation in Nursing (2009)2009-11-12Clinical Simulation in Nursing2009-11-12EDITORIALhttp://www.nursingsimulation.org/article/PIIS1876139909004952/abstract?rss=yesAbstract: Background: The use of human patient simulation (HPS) is increasing in nursing education, and nursing programs across the country are investing resources in HPS. Therefore, in order to optimize the use of this technology, it is important to share experiences, successes, and challenges of integrating HPS into nursing curricula.Method: This study utilized online surveys to explore the current HPS resources purchased by select associate degree nursing programs in a Western state as well as the use of these resources by nursing faculty. Further, it examined faculty perceptions of barriers and facilitators for integrating HPS into nursing curricula.Results: The survey responses indicated that nursing programs spend a disproportionately large amount of money on the initial investment in simulation equipment compared with the ongoing spending on maintenance and support for simulation. Nursing faculty identified barriers to integrating simulation into the courses they teach including lack of time, lack of support and lack of appropriate equipment. They identified facilitators to integrating simulation into the courses they teach including helpful and thorough training, individual initiative, and support from colleagues and administrators. Finally, the faculty recommended incentives for improving the integration of simulation into the nursing curriculum, including the provision of additional paid time for simulation, additional training, and additional support resources.Conclusions: This descriptive study offers discussion and recommendations for improving the integration of simulation into nursing curricula.Integrating Human Patient Simulation into Associate Degree Nursing Curricula: Faculty Experiences, Barriers, and Facilitators - Corrected ProofKatie Adamson10.1016/j.ecns.2009.06.002Clinical Simulation in Nursing (2009)2009-09-10Clinical Simulation in Nursing2009-09-10FEATURED ARTICLE