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Puzzle rooms, recently termed "escape rooms," have been in existence for several years and are increasing in popularity in the United States. These experiential learning rooms create an inviting learning environment for both the academic and acute care learner. Learners are placed in strategic cooperative learning groups to promote teamwork, collaboration, critical thinking, and communication. Participation in an escape room can be used to reinforce policies and procedures that are standard in nursing practice. Overall acceptance of this novel idea in nursing was positive for registered nurse, student, and community member outcomes; evaluations were affirmative for learning engagement. [ABSTRACT FROM AUTHOR]

Background. An Objective Structured Clinical Examination (OSCE) is an effective means for clinical evaluation related to clinical competence. Historically, clinical assessment is based on direct observation which can be rooted in subjectivity. Evidence is minimal regarding psychometric properties of an OSCE in undergraduate mental health nursing education, although established as a valid measure of clinical competence. Method. A pilot study was conducted with a convenience sample of 13 sixth semester nursing students to evaluate the validity and reliability of an OSCE framework designed to assess undergraduate mental health nursing students' clinical competence. The research questions asked: What are the psychometric properties of a mental health OSCE developed for undergraduate nursing education ? How do students perceive the OSCE ? Results. Preliminary validity and reliability measures were established, including content and criterion validities and inter-rater reliability. Students perceived the OSCE as both a beneficial and challenging learning experience. Conclusion. The OSCE was initially established as a valid, reliable tool for the assessment of clinical competence in undergraduate mental health nursing education. This evaluation method may be used to objectively assess mental health nursing knowledge, skills, and attitudes in conjunction with existing clinical assessment methods to provide a valid, reliable measure of clinical competence. More testing is needed. [ABSTRACT FROM AUTHOR]

AIM The aim of this research was to evaluate the impact of a transgender simulation on nursing students’ affirmative practice when caring for a transgender person. BACKGROUND There is a paucity of research that assesses the attitudes of nursing students toward lesbian, gay, bisexual, and transgender (LGBT) persons and a deficit in nursing curricula regarding LGBT content. METHOD A nonexperimental, pretest-posttest design was used to evaluate nursing students’ affirmative practice when caring for a transgender patient using the Gay Affirmative Practice Scale. RESULTS A Wilcoxon signed-rank test revealed a statistical significance in Gay Affirmative Practice scores after the simulation with a small effect size. These results suggest that the transgender simulation supported nursing students’ attitudes and affirmative practice when providing nursing care to a transgender person. CONCLUSION Experiential learning in nursing education is an effective approach to teach cultural competence and sensitivity in caring for vulnerable populations. [ABSTRACT FROM AUTHOR]

AIM The aim of the integrative review was to examine the prebriefing phase of simulation as the foundation for the learning experience of nursing students and to determine effective prebriefing activities to enhance learning. BACKGROUND There are currently no frameworks or specific time allotments for prebriefing comparable to those implemented for debriefing. METHOD Eight electronic databases were searched for the period 2012 to 2019. Six studies were selected based on relevance and inclusion. Whittemore and Knafl's integrative review framework was used for data analysis. RESULTS The studies reviewed answer how to effectively prepare students for simulation to enhance their learning and have a positive effect on clinical judgment and self-confidence; yet, prebriefing is not considered the foundation of the simulation experience. CONCLUSIONA well-designed prebriefing process is essential to high-quality simulation experiences. Standardization of this process has yet to be established. [ABSTRACT FROM AUTHOR]

Nursing education employs a cadre of strategies to address faculty shortages, increased student admissions, and the decreased availability of clinical sites. Virtual simulation provides an innovative way to provide a robust learning experience that can be used in conjunction with or in lieu of some portion of clinical experiences. The authors highlight how virtual simulation can be used and outline considerations for educators considering virtual simulation integration. [ABSTRACT FROM AUTHOR]

The United States has always been and will continue to be a nation of many cultures and languages. In the healthcare arena, this means safety will depend on clear, linguistically appropriate communication between the patient and family and the healthcare provider. Three obstacles exist to this type of essential communication: limited English proficiency, low health literacy, and cultural barriers. [ABSTRACT FROM AUTHOR]

Background: Patient safety and improved outcomes are core priorities in healthcare, and effective handoffs are essential to these priorities. Validating handoff tools using simulation is a novel approach. Methods: The construct validity and instrument reliability of the I-BIDS© tool were tested. In Phase I, construct validity was substantiated with a convenience sample of 21 healthcare providers through an electronic survey. Content Validity Ratio (CVR) was tabulated using Lawshe's CVR. Interrater reliability was tested in a simulated handoff scenario, in Phase II, with graduate nursing students and two raters, and simulation effectiveness was assessed by students. Results: Construct validity was evaluated, and 17 of the 25 items were found significant at the critical level (0.42). Items scoring below were removed, and the tool was reduced by one category. Weighted kappa (Kw) with quadratic weights was run from the scenario data to determine if there was an agreement between raters of handoff performance. There was a statistically significant agreement between the two raters, Kw =.627 (95% CI:.549–.705), p <.001) with good strength of the agreement. SET-M Total mean was 55.64 (SD = 2.46). Discussion: The tool showed beginning validity and interrater reliability. The SET-M Learning subscale showed the widest range of scores which suggests the most opportunity for improvement. Use of the tool in simulated scenarios may be one way to test the items further. Conclusions: Simulation was effective in facilitating the evaluation of the tool. [ABSTRACT FROM AUTHOR]

Escape rooms have been utilized to incorporate teamwork, communication, policy, and procedures reinforcement, as well as clinical care. Often themed, escape rooms challenge a team of players to discover clues and sequentially solve puzzles with the ultimate task of accomplishing a specific goal in a limited time frame, fostering critical thinking.This learning activity incorporates legal implications for prelicensure nursing students in a pediatric community summer camp/after school care environment. Care and legal implications for a minor experiencing respiratory distress was the premise of this escape room.While this was not a research study, surveys were distributed for quality improvement and a deeper needs assessment related to the content and delivery of an escape room. Learners discussed the positive aspects of this activity through journal entries and a survey, noting the need for increased content related to legal implications for the medical team. This room engaged the learner in the forward-thinking that is needed related to emergency care, Good Samaritan Act, liability for cost, and permission to treat in a time-pressured environment.Testing the knowledge pre-post survey related to legal implications with implied care will be explored. [ABSTRACT FROM AUTHOR]

Background/Purpose: The aim of this mixed method pilot study was to evaluate a simulation-based educational program, the framework (individual, microsystem, exosystem, and macrosystem). termed NURSE (Nurture nurse, Use resources, Resilience, Stress and Environment management) that assists nursing students to develop stress management plans. Background: Student nurses experience significant stress during their education which may contribute to illness and alterations in health, poor academic performance, and program attrition. Given the global shortage of nurses and high dropout rates among students, the importance for developing stress management programs for student nurses is becoming paramount. Methods: A mixed methods, randomized pilot design with 3 data collection points (baseline, immediately post-treatment, and 4 months post treatment) was used for the study. Forty junior nursing were randomly assigned to NURSE intervention (n=20) or Attention Control Condition (n=20). Intervention group participants received the 2-sessions of the 4-hour NURSE intervention. Attention control group participants received a case study simulation on therapeutic communication and general stress information. Outcome measures evaluated were: Stress using the Perceived Stress Scale, Resilience using the Brief Resilience Scale, Program Attrition Rates and Grade Point Averages (GPA). Qualitative data were collected at 4 months following the intervention to explore and describe nursing students' experiences with, and application of, the NURSE intervention. Results: Thirty-seven students completed the study. Ages ranged from 18Y46 with a mean of 21.6. There were no significant differences found in stress, resilience, GPA, or attrition rates between intervention and control group participants. However, there was a trend towards increased resilience in the intervention group. A subgroup of 7 intervention students participated in a follow-up interview to describe their experiences in the NURSE program. Interview data were analyzed using Colaizzi's (1978) phenomenological method. Five themes emerged from the data: (1) Stressed and Out of Balance, (2) Remembering to Hit the Pause Button, (3) Individualizing Techniques and Strategies, (4) The Power of Group Sharing, and (5) Integrating New Ways of Doing and Being. Conclusions/Implications: Results from this study provide evidence that the NURSE intervention is highly feasible and support devising additional programs and further testing to examine the effect of the intervention in improving stress management in nursing students. [ABSTRACT FROM AUTHOR]