Secret History: Return of the Black Death Channel 4, 7-8pm In 1348 the Black Death swept through London, killing people within days of the appearance of their first symptoms. Exactly how many died, and why, has long been a mystery. This Secret History documentary follows experts as they pick through the evidence and reveal why the plague killed on such a scale. And they ask, what might be coming next?

Medscape

생체의 모델링과 Simulation

https://www.nursingsimulation.org/article/S1876-1399(13)00071-6/pdf

Standards of Best Practice: Simulation Standard I: Terminology

https://www.nursingsimulation.org/article/S1876-1399(12)00357-X/pdf

Evaluation of Simulation in Undergraduate Nurse Education: An Integrative Review

Standards reflect best practices in health care disciplines and health science education. StandardsePolicies that provide the foundation of decisions and actions defined by shared values, beliefs, and principles. INACSL standards for simulation include Rationale, Outcome, Criteria and Guidelines. RationaleeJustification for the development of a standard. OutcomeeIntended result(s) of adhering to the standard. CriteriaeFactors such as attributes, characteristics, and/or parameters necessary to meet the outcome(s) of the standard. GuidelineseProcedures or principles that are not mandatory but are used to assist in meeting standards. Guidelines are not necessarily comprehensive; they provide a framework for developing policies and procedures.

https://www.nursingsimulation.org/article/S1876-1399(13)00112-6/pdf

Standards of Best Practice: Simulation

Simulation is increasingly being used to prepare and supplement clinical practice in critical care areas for undergraduate Bachelor of Nursing (BN) students, with some success. However, the effects of multiple, medium-high fidelity simulations for this purpose have not been previously assessed. The purpose of this study was to assess self-reported confidence and competence using scenario-based simulations. A pre-test post-test design was used to evaluate a series of simulations conducted over a semester. There were twenty seven scenarios, incorporating programmed mannequins, moulage and actors. The scenarios were embedded in a team-based process involving preparation and video-recordings used for debriefing. Third year BN students reported their confidence and competence before and after the simulation series and made comments on their perception of the experience. Multiple scenario simulations are effective in improving BN students' confidence and competence related to critical care practice and are an enjoyable experience for students.

Jonathan Mould

Papers

Evaluation of a critical care simulation series for undergraduate nursing students