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Background: Escape room simulations are an innovative teaching methodology that may be useful in addressing pediatricspecific content and clinical placement limitations of generalist nursing programs. Problem: This project studied if a pediatric escape room simulation improved students' knowledge and confidence in pediatric nursing to support the development of the pediatric nursing workforce. Approach: A pediatric escape room simulation was developed for a large Midwestern university's prelicensure nursing program. Students completed surveys to assess knowledge and confidence in pediatric nursing. Simulation quality was assessed using the Simulation Learning Effectiveness Inventory. Outcomes: Students' (N = 37) knowledge and confidence in pediatric nursing concepts significantly increased after the simulation. Students responded positively to the simulation and recommended it be included in the undergraduate curriculum. Conclusions: The pediatric escape room simulation offers a promising alternative for students to gain pediatric-specific knowledge and confidence for prelicensure nursing programs in the context of limited pediatric clinical placements. [ABSTRACT FROM AUTHOR]

Simulation offers a mechanism for scaffolded learning in a safe environment and affords opportunities for students to integrate nursing knowledge, skills, and behaviors into patient care activities. Faculty applied a structured change model and utilized simulation theory and the AACN Essentials framework for competency-based education to integrate simulation across the pre-licensure curriculum at a large school of nursing. A series of clinical learning activities were implemented including one revised scenario, a computer-based simulation adapted from an existing manikin-based activity, and a multi-patient simulation developed by modifying three textbook publisher simulation resources. Students were provided with opportunities to develop competencies across multiple Essentials domains, and congruence between course and simulation objectives was achieved. The purpose of this article is to describe the processes and outcomes of a faculty-driven effort to advance competency-based education in baccalaureate nursing curricula. • Plan, Do, Study, Act, (PDSA) helps facilitate structured change in nursing curricula. • Simulation modalities support competency development in pre-licensure students. • Backward design is useful for creating competency-based education activities. • Scaffolding affords students multiple opportunities to master nursing competencies. [ABSTRACT FROM AUTHOR]

Technological progress leads to new advances in dental education. One of the applications involves the use of virtual and augmented reality as educational aids. The emerging question is to establish if and how these enhancements may prove beneficial to the overall student learning process. A review of recent literature was conducted with the aim of providing evidence for the development of relevant clinical guidelines. The proposed topic attempted to provide answers to the questions of (a) how participants perform when using haptic devices compared to traditional tooth preparation methods on typodonts, (b) how the use of simulators is perceived by both students and educators, and (c) what added value simulators may have in prosthetic dentistry training. The main findings of this study showed that participants expressed satisfaction with the educational experience, finding it both stimulating and very similar to the actual clinical environment. However, differences between haptic and conventional methods were also apparent. Haptics was a significant predictor of clinical crown performance. Significantly better results and shorter preparation times tended to increase with experience. In conclusion, self‐directed learning appears to be beneficial in the clinical education that follows data‐driven approach. At the pre‐laboratory level, simulators may act as an initial familiarization instrument. At the preclinical level, they may aid in detecting students who require extra assistance, or to provide extra training hours for students lacking adequate competency to enter the clinical training phase. [ABSTRACT FROM AUTHOR]

Background: Developing engaging presimulation learning materials that provide contextualized patient information is needed to best prepare students for nursing simulation. One emerging strategy that can be used by educators to create visual images for storytelling is generative artificial intelligence (AI). Purpose: The purpose of this pilot study was to determine how the use of generative AI--created patient backstories as a presimulation strategy might affect student engagement and learning in nursing simulation. Methods: A qualitative cross-sectional survey with content analysis was completed with undergraduate nursing students following an acute care simulation. Results: Student surveys point to positive pedagogical outcomes of using AI image generation as a strategy to prepare for simulation such as decreased anxiety in simulation, increased preparatory knowledge, and increased emotional connection with the patient's story. Conclusions: Images created with generative AI hold promise for future research and transforming nursing education. [ABSTRACT FROM AUTHOR]

The purpose of this study was to use the first three levels of the Kirkpatrick Model to evaluate the effectiveness of a simulation center-based escape room activity designed to positively influence student learning. In this simulation, learners solve puzzles related to care of a critically ill patient. This activity was assessed via an assessment questionnaire (Kirkpatrick level 1), a pre/post learner knowledge quiz and learner self-assessment of skills and attitudes (Kirkpatrick level 2), and unstructured observation of learners upon return to the clinical environment (Kirkpatrick level 3). Average learner knowledge assessment scores (Kirkpatrick level 2) improved from 80% (pre-) to 90.5% (post-) and learners identified an increased confidence in disease state diagnosis and expression of recommendations (Kirkpatrick level 2). Learner perception of the activity (Kirkpatrick level 1) was positive but also included areas for improvement. Anecdotal reporting supports learners transfer of the knowledge and skills reviewed in the session to practice (Kirkpatrick level 3), but no formal data collection or analysis was completed. This study provides quantitative and qualitative evidence to support effectiveness of the activity according to Kirkpatrick's Levels 1 and 2, and anecdotal evidence to support effectiveness according to Kirkpatrick's Level 3. Learners had positive perspectives of this activity and demonstrated evidence of increased knowledge and self-reported confidence in skills and attitudes, suggesting this activity has a positive impact on learners in the short-term; however, the data is not robust enough to support conclusions that this activity influences learner practice. [ABSTRACT FROM AUTHOR]

Background: Although reflective thinking is regarded as an important learning aspect of debriefing, the factors that can affect reflective thinking during simulation debriefing remain unclear. Purpose: This study aimed to identify factors affecting reflective thinking during simulation debriefing among nursing students. Methods: This study used a cross-sectional descriptive survey design with a convenience sample of 198 Korean nursing students. Participants completed a structured web-based self-administered questionnaire regarding the reflective learning continuum, psychological safety, learner communications skills, and debriefing process design. Multiple regression analyses were used to identify the factors affecting reflective thinking. Results: Significant factors were debriefing process design, learner communication skills, student-to-student interactions, and instructor-to-student interactions. Psychological safety did not affect the reflective thinking of nursing students. Conclusions: Nurse educators should design and implement strategies to maintain effective debriefing processes, improve communication skills, and facilitate student-to-student and instructor-to-student interactions to promote reflective thinking during simulation debriefing. [ABSTRACT FROM AUTHOR]

Purpose: The annual teaching oral‐systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral‐systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students' self‐reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in‐person TOSH (2019) to examine the equivalence of student outcomes of both the in‐person and virtual programs. Methods: A pre‐ and post‐test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self‐reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale. Results: Analysis of pre‐ and post‐surveys demonstrated statistically significant improvement in students' self‐rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in‐person cohorts. Similar findings between the in‐person and virtual cohorts indicated no statistically significant difference between the two formats. Conclusion: These findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan. [ABSTRACT FROM AUTHOR]

There is limited data on the effectiveness of training interventions to improve the delivery of bad news. This preliminary research included pre–post assessments and an open-ended survey to evaluate the effectiveness and perceived value of training on delivering bad news for 26 first- and second-year fellows from five adult and pediatric fellowship programs. There was a significant increase in faculty assessment scores (34.5 vs. 41.0, respectively, Z = −3.661, p < 0.001) and Standardized Patient (SP) assessment scores (37.5 vs.44.5, respectively, Z = −2.244, p = 0.025). Fellows valued having a standard framework to aid in the delivery of bad news; receiving targeted feedback and having the opportunity to apply their skills in a subsequent case. A one-hour, four-phase lesson plan that includes an individualized training approach and simulation do-overs can be effective and valuable for preparing fellows to deliver bad news. [ABSTRACT FROM AUTHOR]

Background: Nursing and midwifery students do not feel adequately prepared during their clinical training to support women who breastfeed, demanding more effective communication skills and knowledge. Aim: The aim was to evaluate changes in students' breastfeeding knowledge. Methods: This was a mixed-methods quasi-experimental design. Forty students voluntarily participated. Using a 1:1 ratio, 2 groups were randomly created and completed the validated questionnaire ECoLaE (pre-post). The educational program consisted of focus groups, a clinical simulation, and a visit to the local breastfeeding association. Findings: The control group's posttest scores ranged from 6 to 20 (mean = 13.1, standard deviation [SD] = 3.0). The intervention group ranged from 12 to 20 (mean = 17.3, SD = 2.3). A Student's t test for independence samples was calculated (P < .005, t = 4.5, median = 4.2). The intervention group had a mean difference of 10 points in improvement (mean =10.53, SD = 2.20, min = 7, max = 14), whereas the control group had a mean of 6 points (mean = 6.80, SD = 3.03, min = 3, max = 13). The multiple linear regression explained the intervention's effect. The regression model had statistical significance (F = 4.87, P = 0.004), with an adjusted R2 = 0.31. The linear regression between the posttest scores and group variables after adjusting by age showed an increment of 4.1 points in the intervention posttest scores (P < .005, 95% confidence interval [CI] = 2.1-6.1). Conclusions: The educational program "Engage in breaking the barriers to breastfeeding" improved nursing students' knowledge. [ABSTRACT FROM AUTHOR]

• Nurse educators' lacking clinical simulation terminology knowledge affects clinical education. • A 6-week training program can improve educators' clinical simulation terminology knowledge. • However, requires further adaptation and testing as well as institutional support. An education design pilot study with a quasi-experimental two-group design was conducted at a large nursing college in South Africa to determine the effect of a six-week educational program on nurse educators' knowledge related to clinical simulation terminology. Simulation terminology knowledge of nurse educators in the intervention group increased significantly (P=.006) compared to the control group. The educational program contributes to educators' increased knowledge and understanding on clinical simulation and its terminology within clinical education. [ABSTRACT FROM AUTHOR]

Background: Empathy is a desired characteristic in nurses, but its development is often overlooked in nursing simulation. Purpose: This study evaluated the effect of a storytelling and empathy training intervention to enhance empathy development in simulation-based learning. Methods: A quasi-experimental control group design was used to evaluate differences in self-perceived and observed empathy in undergraduate nursing students (N = 71). Relationships between self-perceived and observed empathy were also assessed. Results: Repeated-measures analysis of variance revealed a statistically significant increase in self-perceived empathy, and higher, but nonstatistically significant differences in observed empathy for subjects in the treatment condition. No relationship between self-perceived and observed empathy was observed. Conclusions: Storytelling and empathy training may augment simulation-based learning experiences to promote empathy development in undergraduate nursing students. [ABSTRACT FROM AUTHOR]

Background: High-quality transitional care at discharge is essential for improved patient outcomes. Registered nurses (RNs) play integral roles in transitions; however, few receive structured training. Purpose: We sought to create, implement, and evaluate an evidence-informed nursing transitional care coordination curriculum, the Transitions Nurse Training Program (TNTP). Methods: We conceptualized the curriculum using adult learning theory and evaluated with the New World Kirkpatrick Model. Self-reported engagement, satisfaction, acquired knowledge, and confidence were assessed using surveys. Clinical and communication skills were evaluated by standardized patient assessment and behavior sustainment via observation 6 to 9 months posttraining. Results: RNs reported high degrees of engagement, satisfaction, knowledge, and confidence and achieved a mean score of 92% on clinical and communication skills. Posttraining observation revealed skill sustainment (mean score 98%). Conclusions: Results suggest TNTP is effective for creating engagement, satisfaction, acquired and sustained knowledge, and confidence for RNs trained in transitional care. [ABSTRACT FROM AUTHOR]

Background: Senior nursing students are expected to be ready in terms of professional decisions and practices as soon as possible after graduation. Quality and Safety Education for Nurses (QSEN) is a framework to prepare nursing students for practice in the health care system. Purpose: This study aimed to explore the effect of repeated exposure to multipatient simulations on senior nursing students' pregraduation transition views, QSEN knowledge level and self-competency, professional readiness, and postgraduation transition shock. Methods: A randomized controlled trial of intervention and control groups with pretest, posttest, and a follow-up was conducted with 78 senior nursing students at a private, accredited, nursing program in Istanbul, Turkey. Results: There was a statistically significant improvement in the intervention group between the pretest and the posttest for self-confidence (P <.01), QSEN knowledge level (P <.01), and professional readiness (P <.01). The QSEN knowledge level (P <.01) and professional competency (P <.05) of the intervention group were higher than those of the control group. Conclusion: These results suggest that multipatient simulations may be an effective strategy to better prepare students for the health care system's demands. [ABSTRACT FROM AUTHOR]

• Observation of simulation can be difficult for students not actively participating in the simulation. • Remote observation of simulation via an audiovisual system can be distracting and difficult. • Observation at the bedside can be more engaging for students not actively participating in simulation. The aim of this study was to determine which design is more effective in engaging observers, remotely or at the bedside. This mixed methods study of a convenient sample of 109 nursing students and 19 faculty observing simulation. Participants were surveyed after each scenario. At the end of the semester, participants were surveyed, and focus groups were conducted. Seventy-five percent of the faculty felt that observing at the bedside kept the students more engaged and interested. Approximately 67% of students felt that observing at the bedside kept them more engaged and interested than remote observation. 55% of students and 58% of faculty preferred bedside observation. Programs with limited resources that have a traditional learning resource laboratory with a bed and bedside table can still be effective with simulation. Students that are observing simulation can stay interested, engaged and attentive. Students and faculty preferred observing at the bedside rather than through an audiovisual system. [ABSTRACT FROM AUTHOR]

The landscape of dental education is undergoing a paradigm shift from both the learner's and teacher's perspectives. Evolving technologies, including artificial intelligence, virtual reality, augmented reality, and mixed reality, are providing synergistic opportunities to create new and exciting educational platforms. The evolution of these platforms will likely play a significant role in dental education. This is especially true in thewake of calamities like the COVID-19 pandemic during which educational activities had to be shutdown or moved online. This experience demonstrated that it is prudent to develop curricula that are both agile and efficient via creating hybrid courses that provide effective learning experiences regardless of the mode of delivery. Although there is growing interest in incorporating technology into dental education, there are few examples of how to actually manage the implementation of technology into the curriculum. In this paper, we provide a road map for incorporating technology into the dental curriculum to create agility and discuss challenges and possible solutions. [ABSTRACT FROM AUTHOR]

• This article describes the development of a telephone triage SBE for undergraduate nursing students in a community-based course, including details on scenario design, curriculum integration, prebriefing, debriefing, and evaluation. • The SBE is designed to be delivered remotely without the use of high-fidelity simulators. • The SBE uses Briggs Telephone Triage protocols, which allow students to not only practice triage assessments, but also clinical judgment within their scope of practice. • Students gained experience and confidence communicating, making clinical-decisions, and providing evidence-based assessments for safe patient care. Due to changes in health care delivery, there is an increased emphasis on treating patients in the outpatient setting. Phone triage is widely used by nurses in outpatient settings and Simulation-Based Experience (SBE) offers a number of educational benefits. A telephone-triage SBE was developed to be delivered remotely to teach nursing students best practices, protocols, and competencies specific to telephone triage nursing. Seventy-seven undergraduate nursing students participated in the SBE. Thirty-four students completed an online Simulation Effectiveness Tool-Modified (SET-M) and reported overall positive feedback. Incorporating telephone triage into the curricula can help prepare nursing students to meet the new demands in health care while practicing at the top of their licenses. [ABSTRACT FROM AUTHOR]

Copyright of Cogitare Enfermagem is the property of Cogitare Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: to describe the experience in the elaboration and implementation of a remote course on Cardiopulmonary Resuscitation for health professionals by means of Telesimulation. Development: an experience report about a course for Cardiopulmonary Resuscitation training, developed remotely and synchronously with 227 health professionals between June and July 2021 in the state of Rio de Janeiro - Brazil. The course was taught for 35 groups of students by applying the following: pre-test, video class and posttest 1; and Telesimulation and post-test 2 with perception assessment. In the assessment, Telesimulation stood out as a motivation strategy for improved learning about the topic, evidenced by the increase in the number of correct answers between the tests. Conclusion: the participants showed interest in the course, which proved to be a learning strategy, also considered as an innovation possibility for permanent education in health. [ABSTRACT FROM AUTHOR]

Copyright of Cogitare Enfermagem is the property of Cogitare Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the COVID-19 pandemic, many pedagogical activities shifted from in-person to virtual modalities, including standardized patient (SP) encounters. While many academic institutions may not have previously been conducting SP encounters virtually, this change provided student pharmacists with new opportunities to learn and practice telehealth techniques, which are important with the continuously evolving healthcare landscape. This retrospective study analyzed pharmacy student performance on and perceptions of SP cases in fall 2019 (in-person) and fall 2020 (telehealth) semesters. The primary objective was to compare average total scores on SP cases from fall 2019 (in-person) and fall 2020 (telehealth) for first-, second-, and third-year pharmacy students (P1, P2, and P3, respectively). Secondary objectives were to compare average scores from case-specific and relationship and communication (R&C) checklists, as well as to describe student perceptions of the pedagogy. Total scores on SP cases decreased from in-person to telehealth for the average of all P1 SP cases, but not for P2 or P3 cases. Case-specific scores did not change, but R&C scores decreased significantly across all three years. Student survey data revealed difficulty with communicating effectively and building rapport via telehealth. Overall, student performance on in-person vs. telehealth SP encounters was similar, though P1 students performed more poorly on SP cases conducted via telehealth compared to P2 or P3 students. Thus, faculty could consider focusing on in-person encounters for early learners before introducing virtual encounters. This study also highlights the difficulty in establishing rapport when communicating with patients via telehealth. • Eighteen standardized patient (SP) cases in-person versus telehealth were compared. • Overall student performance on in-person versus telehealth SP cases was similar. • P1 students performed more poorly on telehealth cases versus P2 or P3 students. • In-person cases should be used for early learners before adding virtual encounters. [ABSTRACT FROM AUTHOR]

Pharmacists need more insight into patients' perspectives on medicine to target their counseling and improve patient outcomes. Patient simulation exercises, where pharmacy students are asked to consume medicine-like products, have been shown to foster such understandings, although the specifics of how this occurs, in particularly, how students turn their first-person perspectives toward generalizations about real patients' lives with medicines, are not well documented. The aim was to identify central aspects of the learning process by introducing reflection questions about real patients and follow students' development during a study period. The study was conducted with students in their 4th semester in the second year of Pharmacy Education at the University of Copenhagen who were asked to respond to free text questions in a survey instrument about their daily experiences of taking a licorice product for one week as well as answering patient reflection questions. Qualitative deductive analysis was performed by coding students' experiences according to concepts of 'experiential learning'. Pattern identification within each concept was then inferred, as were their interrelationships. Patient reflection questions enabled students to turn their first-person perspectives toward relevant generalizations about real patients' lives with medicines, including involved psychological mechanisms and how real patient groups differ in their ability to take medicine regularly. Students who during the week faced challenges with following the required dosing scheme came to more nuanced realizations that medicine adherence requires special efforts and restricts one's daily life; hence, negative emotions were involved in the learning process. The design of the simple patient simulation exercise gave rise to new types of insights into real patients' lives with medicines. Negative emotions due to interference between the requirements of the exercise and students' normal social lives, as well as commitment to the exercise, were important aspects of this process. [ABSTRACT FROM AUTHOR]

It is essential for health care professionals to display empathy when communicating with patients. Therefore, empathy is an important skill to teach health care professional students. The objective of this study was to examine the effect of a course enhancement consisting of formal instruction and application-based simulations on empathy in pharmacy students. The Jefferson Scale of Empathy for Health Profession Students (JSE-HPS) was administered at the start of the semester and again at the end of the 16-week required course for third-year pharmacy students. Differences in the mean scores were analyzed using a paired t -test. An inductive conventional content analysis approach was utilized to analyze end of the course reflections about empathy by two investigators. On the pre-survey (n = 140), the empathy scores ranged from 86 to 140 (mean 113.8). On the postsurvey (n = 73), scores ranged from 93 to 137 (mean 117.5). A statistically significant increase in students' empathy scores on the JSE-HPS was observed following the completion of the course (P =.006). The main themes that emerged from the students' reflections were the impact of empathy on patient-centered care and the importance of patient-provider relationships. Students also discussed the development and use of empathy skills. A combination of didactic and skills-based training led to an improvement in empathy in third-year pharmacy students. Student comments highlighted the value of practicing empathy skills in a simulated environment. [ABSTRACT FROM AUTHOR]

Medication reviews can reduce the geriatric risk of experiencing drug-related problems (DRPs), but medication review training programs in pharmacy education are infrequent and inconsistent. Data on education programs that practice DRP management skills and DRP prioritization should be collected as such training requires a tailored student evaluation at the DRP level. A geriatric patient medication review training was developed and implemented for eighth-semester pharmacy students. Students' DRP management skills were evaluated using audiotaped, 15-min simulated patient scenarios before and after the training using a newly developed algorithm (score 1–9, adequate management defined ≥7). The scenarios included 17 DRPs, five of which were identified as a high priority. Students rated their DRP management and knowledge by self-assessment before and after the training and supplied feedback about the training. Student comprehension and handling of DRPs improved after the training. The median number of adequately managed DRPs increased from 4 to 7 (P =.001) and the median number of high-priority DRPs identified increased from 4 to 5 (P =.007). Students felt they improved their overall competency, DRP management, and knowledge, and 85% rated the training essential to their university education. This training provided students with an objective evaluation algorithm for complex patient simulations in elderly patients. The training improved students' DRP prioritization and management, providing a basic template for future geriatric medication review training programs. [ABSTRACT FROM AUTHOR]

Background: As there is an increasing trend in the number of male-identifying learners in undergraduate nursing education, a need exists to identify the gender differences in learners' perceptions regarding simulation-based learning. Purpose: This study aimed to identify the gender differences in psychological safety, academic safety, cognitive load, and debriefing satisfaction in simulation-based nursing education. Methods: A cross-sectional descriptive survey was implemented with 97 female and 95 male nursing students. Data were analyzed using Mann-Whitney U tests or independent-samples t tests. Results: Female nursing students reported a lower academic safety and higher intrinsic load than male nursing students. Male nursing students perceived a higher germane load than female nursing students. Conclusions: The significance of the present study was the identification of gender differences in participant perception of the simulation learning experience for effective simulation design. [ABSTRACT FROM AUTHOR]

Background: New nurses often struggle with recognizing cues and applying clinical judgment. Nurse educators develop educational simulation scenarios to support students in developing clinical judgment, which includes the foundational step of recognizing cues. Purpose: A scoping review on undergraduate nursing students' cue recognition during simulation was conducted to systematically map the existing research and identify knowledge gaps. Methods: From initial identification of 228 studies published between 2010 and 2020, a total of 17 quantitative or qualitative studies were independently appraised using the Joanna Briggs Institute scoping review process and PRISMA-ScR reporting guidelines. Results: Cues were missed with varying levels of frequency. Participants frequently failed to recognize respiratory rates and physical assessment changes as salient cues to patient deterioration. Verbal cues from simulated patients were often missed or resulted in distancing behaviors. Conclusion: Research is needed to determine the most effective methods for helping learners develop skills in cue recognition and analysis. [ABSTRACT FROM AUTHOR]

In response to a need for training in treatment escalation planning (TEP) and Do Not Attempt Cardiopulmonary Resuscitation (DNACPR) conversations, and in the context of the Covid-19 pandemic, an interactive on-line training module for healthcare workers was developed. Using four actors, three expert healthcare staff and a multi-media platform, the basic principles of TEP were introduced and explored through two semi-extempore eight-minute clinical scenarios. The videos were punctuated with prompts for leaners to record their reflections, and summaries of relevant policies or legal precedents. After each scenario, learners were invited to make comments on an anonymized public 'notice board'. Following initial evaluation by 285 learners, changes were made to the module in response to comments made in the feedback. Final evaluation by 438 of 602 learners (72.5%) who engaged with the module demonstrated a very positive response (417, 95.2%) to this novel presentation of challenging concepts. Average module completion time was 31 min. Quantitative feedback via an eight-item questionnaire suggested greater confidence around theory than practice: mean score for 'do you understand some of the key considerations and complexities in DNACPR conversations?' was 4.17/5, compared to 3.93/5 for 'to what extent do you feel confident to complete DNACPR conversations appropriately?'. This brief, interactive, on-line learning module proved acceptable to healthcare staff, and led to encouraging levels of confidence in the subject through self-assessment data. It will form a foundation for work-place based staff training in TEP/DNACPR conversations. [ABSTRACT FROM AUTHOR]

Background: Guided reflection during a debriefing after the simulation is a critical component of learning and is essential for clinical judgment development. However, the literature describing student-centered reflection during debriefing is only beginning to emerge. Purpose: This study aimed to explore concordance between student-centered reflection concept characteristics and describe students' experiences related to reflection during an optimal simulation debriefing. Methods: This was a descriptive, mixed-methods study. Results: Quantitative responses (N = 175; 67% response rate) confirmed participants' concordance with student-centered reflection concept analysis attributes, antecedents, and consequences. Analysis of open-ended questions highlighted internal and external factors influencing students' reflections. A recurring theme was the importance of faculty and peers in creating a safe, supportive environment for reflections. Conclusions: Findings support the concordance of student-centered reflection and provide valuable insights into the internal and external factors influencing this reflection. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate examinees' perceptions of the performance of student standardized patients (SPs) and to explore student SPs' experiences. Objective structured clinical examination (OSCE) is a standard approach to the task of evaluating students' clinical competency that relies on SPs. However, professional SPs are characterized by high costs and insufficient availability. Training students to serve as SPs can help address this lack of OSCE resources. However, only preliminary evidence regarding this process and its feasibility has been reported. We used a concurrent mixed-method study design that included quantitative surveys and qualitative group interviews. Our sample consisted of two-year Bachelor of Nursing program students and trained student SPs who were recruited in May 2021. We used a 5-item performance evaluation tool to assess the SPs' performance. The reliability of this evaluation tool was indicated by a Cronbach's α coefficient of.95. Descriptive statistics were used to assess the examinees' satisfaction with the student SPs' performance using SPSS 28.0 software. We used a semi-structured interview guide during a group interview; the interview was transcribed verbatim and analyzed via thematic analysis with the assistance of Microsoft Word software. Eighty-two nursing school students responded to the survey and 10 student SPs were included in a group interview. Nursing school students rated SPs' performance favorably. The mean score assigned to the SPs on the performance scale was 4.41 out of 5. The student SPs described the challenges and benefits that they experienced regarding their role. The challenges they described included 1) staying true to my role, 2) overcoming a physically overwhelming role and 3) facing the threat of insecurity. However, the corresponding benefits included 1) gaining rewards, 2) advancing nursing competency and 3) experiencing a sense of accomplishment. After undergoing training, the SPs performed well. They experienced a variety of challenges and obtained certain benefits. In health care education, recruiting students to serve as SPs is feasible. [ABSTRACT FROM AUTHOR]

• Simulation was effective for training socioemotional skills. • The seven selected systematic reviews have been reported within the last decade and demonstrate a high methodological quality. • The scarcity of data and the heterogeneity among the studies were major limitations for the synthesis of results. The objective of this SR of SR is to answer the question: Is simulation effective for the acquisition of socio-emotional skills related to health care? Simulation has become a relevant methodology for the training of socioemotional skills; however, the effectiveness of this methodology is difficult to interpret due to the diversity of results obtained to date. Searches were conducted in Medline, Scopus, Web of Science, and Cochrane Library databases for systematic reviews with meta-analyses published from 2011 to 2022. The searches were completed between December 2021 and January 2022. Study quality was assessed using the AMSTAR-2 scale. The protocol was registered in PROSPERO (CRD42022339156). A total of 1285 studies were examined, of which seven systematic reviews were selected, yielding 88 studies with 8658 participants. The most commonly used methodologies were standardized patient (28.4%) and high-fidelity simulation (26.1%). The training consisted of an average of 3.6 sessions, with a mean duration of 153.8 minutes. The most trained socioemotional skills were communication (34.4%), self-efficacy (30.5%), and self-confidence (13.3%). Most studies (78.4%) reported statistically significant results favorable to the intervention group in all skills trained. Simulation is an effective methodology for training a wide range of social and emotional competencies in students and health science professionals. [ABSTRACT FROM AUTHOR]

Point-of-view simulations involve participants engaging in simulation to experience what it might be like to live with a health condition or disability. These types of simulations have been used frequently in nurse education as a valuable pedagogical tool, as research has shown that student engagement with point-of-view simulations increases student empathy. However, point-of-view simulations have also been problematised by disability community members and scholars researching in the disability space, as ableist and culturally unsafe. This manuscript explores recommendations for, and criticisms of, point-of-view simulations and offers considerations to address these concerns. • Point-of-view simulations are used in nursing education to develop empathy. • The controversial nature of point-of-view simulations has not been addressed. • By observing simple guidelines, point-of-view simulations can be more respectful. [ABSTRACT FROM AUTHOR]

Background: Ventricular assist device simulation-based mastery learning (SBML) results in better patient and caregiver self-care skills compared with usual training. Objective: The aim of this study was to evaluate the effect of SBML on driveline exit site infections. Methods : We compared the probability of remaining infection free at 3 and 12 months between patients randomized to SBML or usual training. Results : The SBML-training group had no infections at 3 months and 2 infections at 12 months, yielding a Kaplan-Meier estimate of the probability of remaining infection free of 0.857 (95% confidence interval [CI], 0.692-1.00) at 12 months. The usual-training group had 6 infections at 3 months with no additional infections by 12 months. Kaplan-Meier estimates of remaining infection free at 3 and 12 months were 0.878 (95% CI, 0.758-1.00) and 0.748 (95% CI, 0.591-0.946), respectively. Time-to-infection distributions for SBML versus usual training showed a difference in 12-month infection rates of 0.109 (P =.07). Conclusions: Ventricular assist device self-care SBML resulted in fewer 12-month infections. [ABSTRACT FROM AUTHOR]

Background: Fall-related injuries rise with age and are of particular concern for frail populations living in nursing homes. Local Problem: The Perley and Rideau Veterans' Health Centre is a large nursing home in Ontario, Canada. In 2019, we conducted internal audits of our Falls Prevention Program and identified notable variations in staff's response to a resident fall. Interventions: We developed an in situ patient simulation program of a resident fall. Methods: This was a mixed-methods evaluation of participants' perspectives of a simulation-based interprofessional education program for fall prevention. Results: Participants indicated high-level support for simulation-based learning, with more than 80% of the participants expressing that they will apply these skills in the future when caring for a resident who falls. Conclusions: Our findings indicate that simulation-based training is well received by frontline workers in a nursing home setting and can be conducted as part of a typical shift with minimal disruption to resident care. [ABSTRACT FROM AUTHOR]

Copyright of Scientia Medica is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since knowledge of medical communication education and objective structured clinical examination (OSCE) is increasing, a greater number of simulated patients/standardized patients (SPs) will undoubtedly be needed throughout Japan. At Tokyo Medical University in Japan, non-medical professional school staff members have acted as SPs in post-clinical clerkship OSCEs. However, except for academic or medical staff, no other staff members were reported to have acted as SPs. Therefore, the significance of the large numbers of solely medical school staff acting as SPs needs to be investigated. The purpose of this study was to determine how acting as SPs affects medical school staff's understanding of student education and whether it is useful for university staff to know what kind of education is being provided at their own school. A mixed-method study was utilized to investigate what kind of attitudinal changes occurred among medical school staff after their SP experiences. Accordingly, the researchers conducted a questionnaire survey with staff members after they acted as SPs. The questionnaire was developed through semi-structured interviews. The majority of the participants' responses were positive. They claimed that they had gained knowledge on the testing of students and now understood the importance of doctors' communication skills. Furthermore, many stated that all staff members at medical schools should experience acting as SPs. Medical school staff understands students' education processes better after acting as SPs. Japan's SPs are aging and becoming fewer; however, these SP numbers could be supplemented by medical school staff members. [ABSTRACT FROM AUTHOR]

Background: The birth of a very low birth-weight (VLBW) infant occurs infrequently, especially in the community hospital setting. It is critical that the team managing care of the infant in its first minutes of life follow evidence-based resuscitation guidelines and practices to optimize outcomes for this population.Purpose: To implement a simulation program in a community hospital setting that supports standardized evidence-based delivery room practices of the premature infant born less than 30 weeks' gestation.Methods: Two VLBW emergent delivery scenarios were developed utilizing the neonatal resuscitation program scenario template. Special care nursery interprofessional team members from a community hospital were invited to participate in the simulation program (n = 28). Participants were asked to complete a neonatal version of the Emergency Response Confidence Tool, then view a short presentation related to delivery room management of VLBW infants. Participants attended a simulation program and completed the confidence tool after simulation. The simulation facilitator and unit educator documented team actions during each simulation session.Findings/results: Fifteen opportunities for improvement within 4 simulation sessions were identified and categorized. Fourteen paired pre- and postsurveys were analyzed. Reported confidence increased in 22 of 23 resuscitation-related items.Implications For Practice: Education and simulation programs providing opportunities to experience high-risk, low-frequency VLBW delivery situations can assist in identifying areas for improvement and may improve team member confidence.Implications For Research: Additional research is needed to assess whether results would be similar if this program were provided at all levels of neonatal care throughout the healthcare system. [ABSTRACT FROM AUTHOR]

We sought to compare student performance on acute care advanced pharmacy practice experiences (APPEs) pre- and post-incorporation of mock acute care patient simulations into the curriculum. A series of mock acute care APPE simulations (MACAS) were developed and incorporated into Touro University California College of Pharmacy curriculum for first- and second-year pharmacy students. Results for student performance on Acute Care I and Acute Care II APPEs were collected for students who received none, one year, or two years of the MACAS. Student admission characteristics and didactic academic performance (grade point average [GPA]) were also gathered. Student characteristics and APPE performance were compared across cohorts of students who received none, one year, and two years of MACAS. Multivariate models were created to measure the impact of the MACAS while controlling for student characteristics. The final cohort included 394 students. In unadjusted analyses, students with one or two years of MACAS received significantly higher preceptor acute care APPE evaluations for communication, professionalism, and patient scores vs. students who received no MACAS. In multivariate models controlling for age, gender, and undergraduate GPA, one year of MACAS increased student acute care APPE communication, professionalism, and patient care scores, relative to no MACAS. Similar increases in acute care APPE scores were seen for students who received two years of MACAS. MACAs significantly improved acute care APPE scores relative to students with no MACAS. This improvement in acute care APPEs occurred after students received a single year of MACAS. [ABSTRACT FROM AUTHOR]

The simulated patient method is becoming increasingly popular in health services research to observe the behaviour of healthcare practitioners in a naturalistic setting. This method involves sending a trained individual (simulated patient among other names), who is indistinguishable from a regular consumer, into a healthcare setting with a standardised scripted request. This paper provides an overview of the method, a brief history of its use in health services research, comparisons with other methods, ethical considerations, and considerations for the development of studies using the simulated patient method in health services research, with examples from pharmacy and other fields. Methods of analysis, mixed-methods, and the use of simulated patients with feedback are also discussed. [ABSTRACT FROM AUTHOR]

• An SP pipeline for theater students can increase confidence for both theater and nursing students. • Student SPs aid in communication and assessment for mental health learning outcomes. • Engagement of student SPs in a mental health simulation can be an effective strategy to prepare prelicenusure nursing students for clinical experiences. Simulation-based learning experiences (SBLEs) with simulated patients provide valuable and realistic learning opportunities for psychiatric mental health nursing skill building in a safe environment. An interprofessional faculty group collaborated and trained undergraduate theater students to serve as simulated patients in psychiatric mental health SBLEs for pre-licensure nursing students in two cases focused on therapeutic communication and psychiatric nursing assessment. A total of 147 nursing students and 13 theater students participated in the SBLEs of two clinical scenarios. Responses to the Simulation Evaluation Tool-Modified (SET-M) and open-ended questions revealed that both student groups benefited from this learning experience and reported increased confidence in relevant skills as a result. Nursing students reported increased confidence in assessment and communication. Theater students gained confidence in acting skills and appreciation for the SP role. Lessons learned will improve future iterations of the SBLEs and inform program scale. [ABSTRACT FROM AUTHOR]

Background: Community pharmacists acknowledge to have an important role in providing pharmaceutical care during preconception, pregnancy and lactation. However, pharmacists' knowledge and counseling regarding this topic is still insufficient. Hence, educational initiatives are urgently needed.Objectives: To assess the impact of a blended learning program ('intervention') on community pharmacists' barriers, knowledge, and counseling practice with regard to preconception, pregnancy and lactation.Methods: A pre-post study was performed in collaboration with 40 randomly selected pharmacies belonging to a large pharmacy chain in Belgium. All pharmacists employed in these pharmacies were eligible to participate in a blended learning program consisting of an e-learning and an on-site training day. Data were collected using online surveys, mystery shopping visits and pharmacy records. Pharmacy conversations were assessed on information gathering, dispensed product, and case-specific information. A retention knowledge test was completed 3-6 months after the intervention.Results: In total, 60 pharmacists completed the post-intervention surveys (response rate: 95%). The total number of barriers decreased after the intervention, while organizational barriers such as lack of privacy (73%) and lack of time (67%) became more prevalent. Pharmacists' short and long-term knowledge improved after the intervention (p ≤ 0.001), although knowledge declined again over time (p ≤ 0.001). During counseling, pharmacists more often spontaneously provided information about folic acid when dispensing a pregnancy test, and more often suggested the correct dose/dosage for the dispensed OTC-product against pregnancy-related nausea. However, poor information gathering, dosing errors and incomplete information were still observed.Conclusion: The blended learning decreased pharmacists' barriers and improved their short- and long-term knowledge, while counseling practice only partially improved. Hence, the blended learning was insufficient to enhance pharmacists' information gathering competences and to fully implement pharmaceutical care services with regard to preconception, pregnancy and lactation. [ABSTRACT FROM AUTHOR]

Introduction: Although administration of regional anesthesia nerve blocks has increased during the COVID-19 pandemic, training opportunities in regional anesthesia have reduced. Simulation training may enhance skills, but simulators must be accurate enough for trainees to engage in a realistic way-for example, detection of excessive injection pressure. The soft-embalmed Thiel cadaver is a life-like, durable simulator that is used for dedicated practice and mastery learning training in regional anesthesia. We hypothesized that injection opening pressure in perineural tissue, at epineurium and in subepineurium were similar to opening pressures measured in experimental animals, fresh frozen cadavers, glycol soft-fix cadavers and patients.Methods: We systematically reviewed historical data, then conducted three validation studies delivering a 0.5 mL hydrolocation bolus of embalming fluid and recording injection pressure. First, we delivered the bolus at 12 mL/min at epimysium, perineural tissue, epineurium and in subepineurium at 48 peripheral nerve sites on three cadavers. Second, we delivered the bolus at using three infusion rates: 1 mL/min, 6 mL/min and 12 mL/min on epineurium at 70 peripheral nerve sites on five cadavers. Third, we repeated three injections (12 mL/min) at 24 epineural sites over the median and sciatic nerves of three cadavers.Results: Mean (95%) injection pressure was greater at epineurium compared with subepineurium (geometric ratio 1.2 (95% CI: 0.9 to 1.6)), p=0.04, and perineural tissue (geometric ratio 5.1 (95% CI: 3.7 to 7.0)), p<0.0001. Mean (95%) injection pressure was greater at 12 mL/min compared with 1 mL/min (geometric ratio 1.6 (95% CI: 1.2 to 2.1), p=0.005). Pressure measurements were similar in study 3 (p>0.05 for all comparisons).Discussion: We conclude that the soft-embalmed Thiel cadaver is a realistic simulator of injection opening pressure. [ABSTRACT FROM AUTHOR]

Background: The use of simulated patients (SPs) in pharmacy practice research has become an established method to observe practice. The reliability of data reported using this method in comparison to pharmacy staff self-reported behaviour has yet to be ascertained.Objective: To compare the inter-rater agreement of pharmacy staff and SP-reported data to researcher-reported data from audio recordings of SP encounters.Methods: A dataset of 352 audio-recorded SP encounters was generated in March-October 2015 by 61 undergraduate pharmacy students completing SP visits to 36 community pharmacies in Sydney, Australia. Post-visit scores were recorded on data collection forms by SPs. Staff completed self-assessments on identical forms immediately after the encounter. Two-hundred-and-seventy visits were randomly selected as the sample for this study, where the researcher independently scored encounters via audio recordings. Inter-rater agreement was calculated through intra-class correlation (ICC) and weighted kappa analyses.Results: Analysis of staff scores returned ICC values of 0.48 (95% CI:0.38-0.56; p < 0.001) for information gathering and 0.63 (95% CI:0.55-0.70; p < 0.001) for total score. Weighted kappa for information rating was 0.30 (95% CI:0.21-0.38; p < 0.001) and 0.43 (95% CI:0.34-0.51; p < 0.001) for overall outcome. ICC values for SPs were 0.91 (95% CI:0.88-0.93; p < 0.001) and 0.90 (95% CI:0.87-0.92; p < 0.001) for information gathering and total scores respectively. Weighted kappa values were 0.44 (95% CI:0.37-0.52; p < 0.001) for information rating and 0.63 (95% CI:0.55-0.70; p < 0.001) for overall outcome.Conclusion: Pharmacy staff self-reported their behaviour with a poor degree of reliability. Conversely, SPs had a high level of agreement with the researcher scoring from audio recordings. Disagreement for both groups of raters was most apparent in rating the information provided and overall appropriateness of outcome. Future research should investigate this discrepancy between staff-reported behaviour and actual behaviour and consider the implications of this discrepancy in the interpretation of self-reported data. [ABSTRACT FROM AUTHOR]

To determine the degree of satisfaction for each academic year and according to the type of simulation performed (simulated patient actor/advanced simulator) among nursing students after the use of clinical simulation. Clinical simulation is currently being incorporated in a cross-cutting manner throughout undergraduate nursing education. Its implementation requires a novel curricular design and educational changes throughout the academic subjects. A cross-sectional descriptive study was performed. During the academic years 2018–2019 and 2019–2020, 425 students completed the High-Fidelity Simulation Satisfaction Reduced Scale for Students based on 25 questions and six factors, with a total score between 0 and 125. In total, 91 simulation sessions were performed among students who had different degrees of clinical and previous experience with simulation as well as standardized patient versus advanced simulator. A bivariate analysis was performed, comparing the total scores and the different subscales by sex, previous experience, academic year, and simulation methodology. Linear regression was used for both bivariate and multivariate analysis. The mean scale score was 116.8 (SD=7.44). The factor with the highest score was "F2: feedback or subsequent reflection", with a mean score of 14.71 (SD=0.73) out of 15. Fourth year students scored the highest (mean=119.17; SD=5.28). Students who underwent simulation training with a simulated patient actor presented a higher level of overall satisfaction (p<0.05) (Mean=120.31; SD=4.91), compared to students who used an advanced simulator (Mean=118.11; SD=5.75). Satisfaction with the simulation program was higher in fourth-year students compared to first-year students and was also higher when a simulated patient actor was used compared to an advanced simulator. The most highly valued aspect was the subsequent debriefing or reflective process. [ABSTRACT FROM AUTHOR]

Purpose: Debriefing is considered a cornerstone in the success of simulated learning practices. For debriefing to be productive and meaningful, reflection of the learners is essential. Measuring reflection during debriefing has proven to be difficult. This study aimed to validate a reflection rubric based on Kolb's Theory of Experiential Learning and integrate the assessment tool into simulation debriefing practice. Methods: This research was a non‐experimental mixed‐methods, sequential explanatory design. Validation for the rubric was accomplished by expert content review and an observation process. Students participated in a standardized patient simulation (SPS) portraying a patient with bipolar disorder. The SPS debriefings were recorded and thematically coded to determine the quality and level of reflection of the students according to the following rubric criteria based on Kolb's theory: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualism, and (4) Active Experimentation. A descriptive statistical analysis of student responses was applied. Results: The Debriefing Reflection Rubric was successful in determining the level of reflection in the dental hygiene students; further descriptive results were evaluated by a thematic analysis of student responses (N = 173). Student responses demonstrated reflective observations and concrete experiences (n = 112); however, dental hygiene students demonstrated limited responses (n = 61) to abstract conceptualism and connecting their experience to future goals and experimentation. Conclusion: The Debriefing Reflection Rubric, based on Kolb's Theory of Experiential Learning, was successful in measuring a learner's level and quality of reflection during a simulation debriefing. [ABSTRACT FROM AUTHOR]

Background: Cough is a common symptom for which people frequently present to community pharmacies. Previous articles from developing countries have shown that the provision of self-medication consultation for cough in community pharmacies were suboptimal, with knowledge deficiency being a contributing factor. However, little is known regarding the ability of pharmacy students in handling self-medication consultations in developing countries. Objectives: To measure the competency of Indonesian pharmacy students in providing self-medication consultations for patients with chronic cough and to identify factors associated with the provision of appropriate advice. Method: This study is a cross-sectional study. A simulated patient method using a product and a symptom-based request of chronic cough was used in students from a pharmacy school in Indonesia. The nature and amount of information gathered and advice provided by pharmacy students were noted and audio-recorded. A logistic regression analysis was performed to identify factors associated with the provision of appropriate advice. Results: The information gathered by participating students was not comprehensive. The most common types of information gathered were related to the nature and duration of the cough. Information relating to accompanying symptoms, medications, and allergies was gathered in less than 60% of the participating students for both product and symptom based scenarios. The appropriate advice of direct medical referral was provided in 54% and 56% of the 183 participating students for the product and symptom-based request scenarios respectively. Asking about symptom duration and prior medical conditions were positively associated with the provision of appropriate advice in the symptom and product based requests respectively. Conclusion: Student competency in self-medication consultation for chronic cough needs to be improved. Appropriate information-gathering is a predictor of appropriate advice. Further qualitative research identifying factors affecting students' competence in providing self-medication consultation is required, so that suitable interventions are developed and implemented. [ABSTRACT FROM AUTHOR]

Simulation-based teaching is an effective instructional strategy gaining momentum in pharmacy education but remains variable across programs. This is the first known report depicting the development of a multifaceted, integrated simulation program during concurrent initiation of a new skills-based pharmacy curriculum. A significant infrastructure expansion created simulation areas whose availability corresponded with the initiation of a new skills-based curriculum. Integration of simulation occurred with existing personnel resources using area pilots. Pilots developed operational and educational design standards spanning the pre-simulation, simulation, and debriefing phases. The value of high-fidelity simulation pilots detailed here was assessed through both student survey and successful transference of tools to other courses. The pilots developed core operational and educational design standards, super-user faculty groups, and created an operational director position, essential for simulation promulgation throughout the curriculum. In the high-fidelity patient simulation pilot, operational elements included mannequin and equipment procedures, best practices for faculty and confederate engagement, and formulary development. Educational design standards addressed objective development, session flow, team roles, and debriefing. A grading rubric template aligned goals and assessed outcomes. All elements were structured into a planning worksheet. Student survey reflected the perceived value of this pilot. Operational support, integration coordination, and perceived value are all essential elements for successful curricular integration of simulation in a pharmacy curriculum. The pilots created the operational and educational structure establishing standards and defining required resources to sustain success. These pilots allowed for rapid curricular proliferation of simulation across the first and third professional years. [ABSTRACT FROM AUTHOR]

Background and purpose: The advent of HIV point-of-care testing (POCT) has increased ease of access to HIV testing in the outpatient setting. As community pharmacy continues to expand, it is crucial that student pharmacists are exposed to POCT in the classroom so they are prepared for more intensive training as a pharmacist as they could be providing POCT in future practice. Our objective was to train student pharmacists to perform HIV POCT and educate patients on results and implications of testing. Educational activity and setting: Following a didactic HIV lecture, second-year student pharmacists learned to utilize the OraQuick ADVANCE Rapid HIV-½ Antibody Test in a one-hour workshop. Participants were then assessed using a 4-point Likert type scale during an individual, 10-min skills lab on their ability to provide POCT using sample kits and interpret simulated results. Data were analyzed using descriptive statistics. Findings: Forty-one students participated. Students showed competency when performing HIV POCT, as 92.7% of students were able to describe the test, and 97.6% of students were able to interpret the results correctly. Students scored a mean of 46.2 points overall (maximum of 50). Summary: Results suggest training student pharmacists to perform HIV POCT may better prepare them to administer the test and counsel patients on results in an outpatient setting. Future studies should examine the differences in the ability to perform POCT between pharmacists who received training as students and those who did not. • Student pharmacists can competently perform HIV point-of-care testing post training • Student pharmacists can educate patients on results of HIV point-of-care tests and discuss linkage to care • Training in point-of-care testing assists in preparing students for future practice [ABSTRACT FROM AUTHOR]

Background: Although preferably avoided, pregnant and lactating women often use medicines, including potentially inappropriate products. Pregnant women also commonly search for online information on medication. This underscores the need for appropriate counseling by healthcare professionals, including community pharmacists. However, little is known about pharmacists' perceptions and barriers towards this role, nor about their knowledge and counseling practice.Objectives: To explore licensed pharmacists' attitudes, barriers, knowledge and counseling practice regarding pharmaceutical care during preconception, pregnancy and lactation.Methods: All pharmacists employed in 40 randomly selected pharmacies of a Belgian pharmacy chain ('Surplus Network') were asked to complete an online survey between September 2018-February 2019. The survey assessed pharmacists' attitudes and current practice regarding their role, as well as barriers and knowledge. Additionally, the 40 pharmacies were visited twice in December 2017 by simulated patients. The scenarios included a request for a pregnancy test and for an over-the-counter (OTC) product to treat pregnancy-related nausea.Results: All 63 invited pharmacists completed the survey. For all attitude-related statements, at least 80% agreed that pharmacists should take up the presented roles. However, for only 1 in 5 statements did at least 80% report currently taking up these roles for all or most patients. Most commonly reported barriers related to difficulties identifying the woman's status (71%) and lack of education (67%). The median score for the knowledge test was 23/45 (range: 6-36). The mystery shopping showed inadequate questioning and insufficient counseling. Only in 10% of cases was folic acid intake spontaneously discussed; in 39% of cases, incorrect advice about the dispensed OTC-product was given.Conclusion: Pharmacists acknowledged having an important role during preconception, pregnancy and lactation, but currently do not provide pharmaceutical care in this area to most patients. Educational programs are urgently needed to improve licensed pharmacists' knowledge and counseling regarding this topic. [ABSTRACT FROM AUTHOR]

Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Supplemental digital content is available in the text. Background: The National Organization of Nurse Practitioner Faculties supports the incorporation of telehealth in nurse practitioner (NP) education. Purpose: The purpose of this article is to describe the implementation of a no-cost telehealth simulation and its impact on students in their first NP clinical course. Methods: Twenty-eight NP students participated in the telehealth objective structured clinical examination (OSCE). Students completed an online survey about the impact of telehealth OSCE simulation both before and after the simulation. Results: The students' general understanding of the field of telehealth was significantly greater after the telehealth OSCE experience. Directed content analysis revealed 3 themes: usefulness of telehealth, benefit in role preparation, and technology. Conclusion: The use of telehealth simulation can be an effective strategy to assess clinical competency, provide individualized feedback, and ensure students are using evidence-based practice. [ABSTRACT FROM AUTHOR]

Context: In preclinical dental education, plastic and extracted teeth have been broadly used for skills training without specific focus on the patient behind the procedure. A patient-centered approach remains challenging in traditional simulation, which does not resemble realistic clinical situations.Objective: This article describes the development and first experiences with a patient-centered virtual reality training module (PC-VR) that allows dental care providers to prepare, beforehand and in virtual reality (VR), specific procedures required by their patients. Experiences with this patient-centered practice are described to reflect on its value for clinical training in dentistry.Design: Using an intraoral scanner, digital impressions of 10 patients were made; these served as stereolithography (STL) digital files, which were converted into volumetric haptic models for display in a VR dental simulator. In this study, students' experiences were investigated through a short open-answer survey in 2018. Atlas.ti was used for qualitative analysis of the answers through the inductive methodology of the grounded theory approach.Results: Drillable virtual models of real patients were made available for training using VR. Inductive analysis of the experiences identified 5 dimensions describing the main features of PC-VR: added value, competence development, self-efficacy, outcomes, and room for development.Conclusion: This article provides a general overview of the possibilities and challenges of the implementation PC-VR in dental education. Although concrete effects on trainees' self-confidence and performance are yet to be determined, all participants appreciated the opportunity to explore clinical situations before experiencing them in the context of a real patient. [ABSTRACT FROM AUTHOR]