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Quality healthcare simulation facilitation and debriefing are essential for effective simulation sessions. Simulation facilitators working in low-resource settings are challenged in their ability to deliver simulation by high clinical demands, little time for skill development, and few mentors to guide skill progression. There are also specific considerations when facilitating and debriefing SBE in low-resource settings. Facilitation skill development is supported by the ability to provide feedback to facilitators against pre-determined competencies. A preliminary search reveals a spectrum of tools from different healthcare disciplines, assessing a variety of performance domains, and with validity evidence in distinct settings. The objective of this scoping review is to identify, collate, and map the available tools for evaluating healthcare simulation facilitation or debriefing, exploring applicability to peri-operative simulation in LRSs.

The aim of this scoping review is to examine evidence based findings on issues that impact international undergraduate nursing students’ experiences and perspectives of their clinical learning. It is anticipated that the findings from this review will guide primary research in the area including identifying relevant interventions and outcome measures.

This report identified the emergent success of the navigators in improving the care of people living with multiple chronic conditions. These results are achieved through the delivery of person-centred care, evidenced by an ongoing improvement of patients’ self-reported wellbeing and self-management of their illness alongside indicative cost savings resulting from a reduction in unnecessary hospital admissions. Navigators are not new; however, there is a paucity of literature that identifies the role of nurses as navigators in the co-ordination of multimorbid conditions. Therefore, the Queensland navigators are novel. Furthermore, their uniqueness lies is in the diversity of the context within which they work, particularly regarding disparate geographic regions and cultural diversity. These factors add to the challenges that navigators face in supporting patients to achieve effective access to multiple levels of health service delivery and numerous specialist services involved in their care.

IntroductionIn partnership with Cancer Council Western Australia (WA), the East Metropolitan Health Service in Perth, WA has developed a clinical simulation training programme ‘Talking Together’ using role play scenarios with trained actors as patients/carers. The aim of the training is to improve clinicians’ communication skills when having challenging conversations with patients, or their carers, in relation to goals of care in the event of clinical deterioration.Methods and analysisA multisite, longitudinal mixed-methods study will be conducted to evaluate the impact of the communication skills training programme on patient, family/carer and clinician outcomes. Methods include online surveys and interviews. The study will assess outcomes in three areas: evaluation of the ‘Talking Together’ workshops and their effect on satisfaction, confidence and integration of best practice communication skills; quality of goals of patient care conversations from the point of view of clinicians, carers and family/carers; and investigation of the nursing/allied role in goals of patient care.Ethics and disseminationThis study has received ethical approval from the Royal Perth Hospital, St John of God and Curtin University Human Research Ethics Committees. The outputs from this project will be a series of research papers and conference presentations.

Background: Simulation-based education is a valuable learning approach for nursing students, yet there is limited focus or reports on graduate entry master's programs. This study explores the effect of simulation on graduate entry master's students' confidence to provide safe patient care. Methods: This study includes a longitudinal, single-site, cohort design that uses the Health Professional Education in Patient Safety Survey to measure nursing students’ (n = 32) confidence before and after simulation and after clinical practice. Results: Overall confidence increased after simulation but was not always sustained after clinical practice. Conclusions: Simulation-based education can build students’ patient safety confidence; however, the dynamic nature of the clinical setting challenges student confidence. Refereed/Peer-reviewed

This research explored the impact of tablet technology, in the form of Apple iPads, on undergraduate nursing and midwifery students' learning outcomes. In simulated clinical learning environments, first-year nursing students (n = 30) accessed apps and reference materials on iPads. Third-year nursing students (n = 88) referred to clinical guidelines to aid their decision making when problem solving. First-year midwifery students (n = 25) filmed themselves undertaking a skill and then immediately played back the video file. A total of 45 students completed an online questionnaire that allowed for qualitative comments. Students reported finding the use of iPads easy and that iPads provided point-of-care access to resources, ensuring an evidence-based approach to clinical decision making. iPads reportedly improved student efficiency and time management, while improving their ability to provide patient education. Students who used iPads for the purpose of formative self-assessment appreciated the immediate feedback and opportunity to develop clinical skills. Refereed/Peer-reviewed