Effect of case study versus video simulation on nursing students' satisfaction, self-confidence, and knowledge: A quasi-experimental study.

Simulation Observers Learn the Same as Participants: The Evidence

Simulations in the Classroom: An Innovative Active Learning Experience

Aim The purpose of this article is to define clinical judgment, examine valid and reliable instruments to measure the construct, review established strategies by which to develop it, and propose key future nursing education research priorities in clinical judgment. Background A pressing interest in prelicensure nursing students' clinical judgment development has emerged in response to the National Council of State Boards of Nursing project Next Generation NCLEX. Method Sequential literature reviews uncovered six instruments that measure clinical judgment and 24 studies that demonstrate the effects of high-fidelity simulation on clinical judgment in prelicensure learners. Results Six themes emerged: number of simulation-based experience exposures, specific nursing specialty simulations, debriefing and its effect on clinical judgment, assessment, clinical decision-making, and reflection. Conclusion Based on these results, key future research priorities investigating the effects of interprofessional simulation and simulation in the classroom were identified.

Nurse Educators' Guide to Clinical Judgment: A Review of Conceptualization, Measurement, and Development

Background Confusion remains about the use of the observer role in simulation. Observational learning is an emerging form of brain-based learning that is applicable to experiential learning and simulation, warranting the further exploration of theoretical foundations. This article describes how observational experiential learning theoretically supports the use of observer roles in simulation. Method Constructs and concepts from experiential learning and observational learning theories were explored in tandem with brain-based learning evidence from different disciplines. Results Observational experiential learning was developed by merging these theories together in simulation and debriefing to support both observer and participant roles for learning outcomes. Conclusion Observational experiential learning incorporates experiential learning, social learning, and social cognitive theories to support the use of the observer role. Educators should consider strategies to foster attention and motivation through prebriefing, debriefing, and observational brain-based learning protocols. [J Nurs Educ. 2020;59(1):7-14.].

Observational Experiential Learning: Theoretical Support for Observer Roles in Health Care Simulation

https://www.nursingsimulation.org/article/S1876-1399(16)00030-X/pdf

Assessing the Value of Large-Group Simulation in the Classroom

This paper presents a plantar pressure sensor system (P2S2) integrated in the insoles of shoes to detect thirteen commonly used human movements including walking, stooping left and right, pulling a cart backward, squatting, descending, ascending stairs, running, and falling (front, back, right, left). Six force sensitive resistors (FSR) sensors were positioned on critical pressure points on the insoles to capture the electrical signature of pressure change in the various movements. A total of 34 adult participants were tested with the P2S2. The pressure data were collected and processed using a Principal Component Analysis (PCA) for input to the multiple machine learning (ML) algorithms, including k-NN, neural network and Support-Vector Machine (SVM) algorithms. The ML models were trained using four-fold cross-validation. Each fold kept subject data independent from other folds. The model proved effective with an accuracy of 86%, showing a promising result in predicting human movements using the P2S2 integrated in shoes.

/pdf/empirical-study-on-human-movement-classification-using-nil8xvrs.pdf

Empirical Study on Human Movement Classification Using Insole Footwear Sensor System and Machine Learning

The Experiences of United States Emergency Nurses Related to Witnessed and Experienced Bias: A Mixed-Methods Study.

Role and Training of Emergency Department Charge Nurses: A Mixed Methods Analysis of Processes, Needs, and Expectations.

Background: With the increase in concern for deaths and illness related to the increase in temperature globally, there is a growing need for real-time monitoring of workers for heat stress indicators. The purpose of this study was to determine the usability of the Slate Safety (SS) wearable physiological monitoring system. Methods: Twenty nurses performed a common task in a moderate or hot environment while wearing the SS device, the Polar 10 monitor, and having taken the e-Celsius ingestible pill. Data from each device was compared for correlation and accuracy. Results: High correlation was determined between the SS wearable device and the Polar 10 system (0.926) and the ingestible pill (0.595). The SS was comfortable to wear and easily monitored multiple participants from a distance. Conclusions: The Slate Safety wearable device demonstrated accuracy in measuring core temperature and heart rate while not restricting the motion of the worker, and provided a remote monitoring platform for physiological parameters.

/pdf/comparison-of-slate-safety-wearable-device-to-ingestible-1or08sjf.pdf

Michael L. Callihan

Papers

Assessing the Value of Large-Group Simulation in the Classroom

Empirical Study on Human Movement Classification Using Insole Footwear Sensor System and Machine Learning

The Experiences of United States Emergency Nurses Related to Witnessed and Experienced Bias: A Mixed-Methods Study.

Role and Training of Emergency Department Charge Nurses: A Mixed Methods Analysis of Processes, Needs, and Expectations.

Comparison of Slate Safety Wearable Device to Ingestible Pill and Wearable Heart Rate Monitor