Research Update: Clinical Simulation in Nursing July 2023
The field of healthcare simulation has made tremendous strides forward over the past several decades. One way this revolution is made possible is through clinical simulation research being conducted across the globe. The journal Clinical Simulation in Nursing is constantly sharing updates that include article reviews, more information on standards of best practice, research briefs, and overall innovations in medical simulation. The journal has an impact factor of 2.6 for 2022 and 2.9 for a 5-Year impact factor. Clinical simulation should be designed, developed, implemented, and evaluated based on the latest research and evidence-based practices that are supported by the Healthcare Simulation Standards of Best Practice. This HealthySimulation.com article provides an overview of the latest clinical simulation highlights as of July 2023 and explains how these updates impact the healthcare simulation community overall.
Determination of skill and knowledge requirements of an instrument nurse working in major vascular surgery for the development of a virtual reality training tool : Expert vascular instrument nurses and consultant vascular surgeons provided a detailed compilation of the knowledge and skills required by an instrument nurse which will inform the content and design of the proposed virtual reality training tool. Whilst this exploratory, descriptive qualitative design study is based on open AAA repair, it also provides a valuable insight into what surgeons and nurses consider important for an instrument nurse when assisting with a surgical procedure. Four themes emerged from the data analysis. These were: preparation for surgery, essential psychomotor skills, nontechnical skills, and the virtual reality training tool design and content. Virtual reality in nursing is an alternative to “see one, do one, teach one”.
Virtual Simulation in Nursing Education: Headset Virtual Reality and Screen-based Virtual Simulation Offer A Comparable Experience : Simulations have become widely used in health care education to enhance learner preparedness. Virtual simulations, both screen- or headset-based, provide nursing students with the ability and flexibility to practice patient care at their convenience and obtain valuable automatic feedback before treating patients. While cheaper than in-person simulations and effective in teaching students, limited work exists to provide guidance concerning which modality type (screen-based or headset) offers an optimal interactive learning experience.
A comparative study was conducted between the two modalities while keeping the virtual simulation constant. Both modalities yielded statistically comparable results in performance scores, usability, cognitive resources, and emotional experiences as determined by statistical analysis. Results suggest that nursing students have similar experiences and benefits from using headset and screen-based virtual simulation modalities. Therefore, educators have the flexibility to choose between screen-based and headset modalities for virtual simulation training.
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Changes in Active Class Attitudes Towards Learning and in Discussion Skills of Nursing University Students Engaged in Simulation-Based Education : This study aims to identify changes in active learning attitudes and discussion skills of nursing university students engaged in simulation-based education using the Active Class Attitude (ACA) scale and a Discussion Skill scale. Analysis revealed there were statistically significant differences in the ACA scores before and after the simulation-based intervention, and before and three weeks after the intervention. For the discussion skills, scores of ‘Active involvement and self-assertion’ and ‘Creation of congenial environment’ became significantly higher after the intervention, and the score of ‘Creation of congenial environment’ became significantly higher also at three weeks after the intervention.
The simulation-based intervention improved active class attitudes, contributing to improvements in discussion skills. Setting the timing and learning content of simulation-based education leads to a sustainable, highly active class attitude among students. Researchers suggest that a long-term commitment to simulation-based education from the early grades may enhance student discussion skills.
Graphical Abstracts for Research Papers: Why You Need One and How to Create It : As academic research becomes increasingly diverse and complex, the need for effective communication of scientific findings has never been more critical. This is especially true with research papers in the area of simulation in the health professions. Simulation use and simulation research has grown significantly over the past decade, and in large part due to the global pandemic, so have the number of users of simulation in the health professions. Given this increase in research, combined with new readers, effectively communicating research findings will become even more crucial to advancing the science of simulation. One way to enhance the accessibility and visual appeal of scientific articles is through the use of a graphic abstract.
Transforming Professional Identity in Simulation Debriefing A Systematic Metaethnographic Synthesis of the Simulation Literature : Debriefing is a critical element of simulation-based learning with good evidence that this is related to measurable outcomes in participants. The description of various debrief approaches or models2 dominates the simulation debriefing literature, with a corresponding emergence in methods to assess the quality of debriefing. The structure of these models is often a multiphase approach, with a focus on participant reflection during an analysis phase. This approach is grounded in experiential learning theory, and the often implicit epistemological underpinning that this process of reflection, where perspectives are transformed, results in new knowledge.
More About Clinical Simulation in Nursing
Clinical Simulation in Nursing is an international, peer-reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation and Learning (INACSL) and reflects the organization’s mission to advance the science of healthcare simulation.
Articles are indexed in the Science Citation Index Expanded, Journal Citation Reports/Science Edition, Social Science Citation Index, Journal Citation Reports/Social Sciences Edition, and Current Contents/Social and Behavioral Health Sciences. INACSL reviews and accepts articles from other health provider disciplines, if they are determined to be of interest to the INACSL readership. The journal accepts manuscripts meeting one or more of the following criteria:
- Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
- Innovative teaching/learning strategies using simulation
- Articles updating guidelines, regulations, and legislative policies that impact simulation
- Leadership for simulation
- Simulation operations
- Clinical and academic uses of simulation
More About INACSL
The International Nursing Association for Clinical and Simulation Learning (INACSL) is an association dedicated to advancing the science of healthcare simulation. With over 1,800 members worldwide, the organization’s mission is to be the global leader in the art and science of healthcare simulation through excellence in nursing education, practice, and research.
INACSL’s goal is also to advance the science of nursing simulation by providing professional development, networking resources, and leadership in defining healthcare simulation standards of best practice. INACSL membership provides the education, resources, and tools that best address current challenges and help support learners, educators, and professional goals related to the learning of healthcare simulation’s latest developments. This is while ensuring that these individuals are enabled to provide the most comprehensive education and training for high-quality patient care.
Whether someone is new to healthcare simulation and is looking to understand the fundamentals or is experienced and seeking the latest updates and research, INACSL can provide them with the support they need. Membership in INACSL is based on connection, engagement, support, and inspiration.
Teresa Gore, PhD, DNP, APRN, FNP-BC, CHSE-A, FSSH, FAAN – Dr. Gore has experience in educating future nurses in the undergraduate and graduate nursing programs. Dr. Gore has a PhD in Adult Education, a DNP as a family nurse practitioner, and a certificate in Simulation Education. Dr. Gore is an innovative, compassionate educator and an expert in the field of healthcare simulation. In 2007l Teresa started her journey in healthcare simulation. She is involved in INACSL and SSH. She is a Past-President of INACSL and is a Certified Healthcare Simulation Educator Advanced (CHSE-A). In 2018, she was inducted as a Fellow in the American Academy of Nursing (FAAN). In 2021, she was inducted as a Fellow in the Society of Simulation in Healthcare Academy (FSSH) and selected as a Visionary Leader University of Alabama at Birmingham School of Nursing Alumni. During her career, Dr. Gore has led in the development and integration of simulation into all undergraduate clinical courses and started an OSCE program for APRN students. Her research interests and scholarly work focus on simulation, online course development and faculty development. She has numerous invited presentations nationally and internationally on simulation topics.