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. Multiple peer-reviewed journals now focus on clinical simulation research. This HealthySimulation.com article by Content Manager Teresa Gore, PhD, DNP, APRN, FNP-BC, CHSE-A, FSSH, FAAN, provides an overview of the latest clinical simulation highlights as of August 2024.
Ubisim Research Brief: This research offers an opportunity for simulationist to have resources to stay informed about the latest in healthcare simulation research. To obtain these resources, simulation educators will need to register for peer-reviewed research, dissertation research, survey research, and research studies. This information can add to the body of knowledge for the simulation community. Registered simulationists will receive simulation related research briefs with the data to impact their simulation program.
Meeting Lucy Grey: A Suicidal Standardized Patient Experience for Senior Nursing Students: One major goal of Healthy People 2030 (US Department of Health and Human Services, 2020) is to increase the proportion of adults with depression who receive effective screening and treatment. To meet this societal need, it was important at our university to provide our senior-level nursing students with a two-hour standardized patient (SP) experience of an outpatient suicidal patient. The specific objectives of the simulated experience were to: 1) prioritize patient assessment data and assess further when needed; 2) initiate appropriate safety measures, including the PHQ-9 screening tool and the Columbia Suicide Severity Scale; 3) adapt therapeutic communication techniques to support priority needs of the client; and 4) demonstrate compassionate, nonjudgmental, patient-centered care. Based on learner feedback, this simulation-based experience is one approach that can help bridge the knowledge gap regarding mental health and adequate screening for undergraduate nursing students. It allows students to apply newly acquired screening skills to a real-world situation within a safe and controlled learning environment.
Trauma-Informed Care in Nursing Curricula: Development of a Simulation-Based Educational Framework to Guide Health Professions: This research aimed to uncover elements of a comprehensive, trauma-informed (TI) multidisciplinary health professions simulation framework to improve the delivery of care to traumatized patients. A Delphi study utilizing a panel of experts was conducted to identify the most critical elements of a simulation framework. Phase one identified 10 content areas and 111 subcontent areas. Phase two analysis revealed 99 percent of the 111 subcontent areas achieved expert consensus. This Delphi study provides the first scientifically based framework to guide the development of a comprehensive, TI, multidisciplinary simulation framework to recognize trauma survivors and subsequently display concern and respect.
Using In Situ Simulation to Identify Latent Safety Threats in Emergency Medicine: This review aimed to explore existing literature on the use of in situ simulation to identify latent safety threats in emergency medicine. Studies were required to take place in a clinically active emergency department and have either a primary or secondary aim of identifying latent safety threats. A total of 2921 articles were retrieved through database searches and a total of 15 were deemed to meet the inclusion criteria.
Latent safety threats were detected by a variety of methods including documentation during debrief/discussion (66%), during the simulation itself (33%), participant surveys (20%), and video analysis (20%). Using a multimodality approach with input from observers and participants from different professional backgrounds yielded the highest number of threats per simulation case (43 per case). Equipment was the most commonly reported threat (83%), followed by teamwork/communication (67%). Some studies did not report on mitigation of identified risks; formal processes should be implemented for the management of latent safety threats identified by in situ simulation. Future research should focus on translational outcomes to further strengthen the position of in situ simulation in emergency medicine.
View the LEARN CE/CME Platform Webinar How to Conduct Effective Research on Healthcare Simulation-Based Educational Interventions to learn more!
Healthcare Students’ Experiences of Learner-Educator Cocreation of Virtual Simulations: Cocreating virtual simulations with learners during a course is an innovative approach to improving student preparation for real-world practice while helping simulationists meet learner needs, support authentic assessment, and maximize the impact of simulation-based learning. This study explores differences in healthcare students’ experiences of learner-educator cocreation of virtual simulations (LECoVSs) using phenomenographic methods. Identifying differences in perceptions of LECoVSs enables educators to make evidence-informed decisions about engaging in simulation cocreation as a tool to maximize learning. Phenomenography focuses on identifying different ways that participants can experience the same phenomenon, in this case, LECoVSs. The setting was a collaborative interprofessional simulation assignment between navigation and nursing students. Participants completed a demographic survey then submitted reflective journals completed during the course and/or an open-ended survey. Data analysis occurred in iterative stages, from familiarization with the data to grouping and interpreting themes.
Nineteen open-ended surveys and 13 reflective journals from navigation and nursing students who completed the simulation assignment between 2021 and 2023 were analyzed. Students experienced LECoVSs in 4 increasingly complex ways: (1) supporting consistent student progress, (2) amending course expectations, (3) sharing decision-making, and (4) fostering mutual growth. Simulationists may leverage cocreation to improve student learning, access, empowerment, and professional growth. However, for students to achieve higher learning outcomes, educators need to clearly communicate the full potential of cocreation, how it can occur, and why it can support learning. This study’s findings may be used as a framework for explaining simulation cocreation to students to maximize their learning.
Virtual Reality Versus Webinar Trans Healthcare Training for Emergency Medicine Residents: A Feasibility Study: Transgender and gender non-binary (TGNB) patient care is not routinely taught in medical training. As a result, clinicians frequently lack knowledge regarding gender-affirming practices, surgeries and medications. TGNB-specific health knowledge and care delivery are further negatively impacted by pervasive societal transphobia. Virtual reality (VR)-based instruction may provide learners with opportunities for perspective taking, empathy building and attitudinal shifting to improve care delivery to TGNB patients. This was a feasibility trial that compared passive VR and webinar in changing learner attitudes, knowledge and medical decision-making (MDM). Residents were recruited from five US emergency medicine (EM) residencies and were randomized to either VR or webinar educational intervention arm. Pre- and post-intervention assessments were matched using a unique identifier. Participants provided feedback about platform usability.
From August 2020 to October 2021, 206 resident participants were randomized into a case-based VR experience or webinar intervention on TGNB-specific EM medicine; 52 residents completed all three steps of the study. Webinar participants demonstrated more changes in attitudinal statements than VR participants. No improvements in knowledge or MDM were appreciated in either intervention arm. Participants in both arms shared positive and critical feedback about the intervention they accessed, with convenience and ease of use being valued for asynchronous webinar learning. .The webinar arm demonstrated a higher increase in empathy or change in attitude compared to VR learners. As VR becomes more technologically agile, accessible and reliable, more work is needed to see if this novel format is an educational tool that closely approximates the standardized patient encounter.
