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• Interprofessional (IP) simulation promotes meaningful student engagement that fosters learning. • This work highlights a novel IP education activity. • IP simulation education enhances knowledge and prepares students for practice. Interprofessional (IP) education improves students for practice and should be embedded into curricula. This article explores the feasibility and perceived usefulness of a simulation-based interprofessional activity. This mixed methods study employed a post-survey design. Students created a simulation scenario highlighting their profession's roles then completed a survey regarding the activity's impact. Findings demonstrate this activity is a feasible and effective approach for interprofessional learning. Interprofessional simulations are one strategy to engage students and foster learning. [ABSTRACT FROM AUTHOR]

• This manuscript highlights interprofessional teams working together to increase knowledge of automated external defibrillators (AEDs) • This manuscript highlights the use of a short video public service announcement to increase awareness of AED locations on a college campus. This project engaged healthcare students in an interprofessional (IP) activity to design a program to increase awareness of automated external defibrillators device locations on campus. A Plan-Do-Study-Act approach was used. We highlight how an IP activity can be used for collaboration to solve a healthcare related problem in a creative manner. Engaging health professions students in projects promotes IP skills, teamwork, and communication and will better prepare students for future careers in healthcare. [ABSTRACT FROM AUTHOR]

• Diversity, equity, and inclusion are important concepts to imbed in nursing education. • Simulation can allow opportunity for enhancing cultural awareness for students. • Students learn from and with each other in simulation. During the COVID-19 pandemic, students from two schools of nursing, in China and the United States respectively, engaged in a transcultural simulation activity to explore how a global healthcare crisis has been managed within their different cultures. This article describes the development and implementation of the project and evaluates student perspectives on the simulation...s influence on increasing awareness of diversity, equity, and inclusion. Data for this project were collected through student verbal and written reflections and faculty comments. Students reported the virtual simulation positively impacted their learning and enjoyed the opportunity to navigate through a virtual scenario collaboratively while discussing cultural similarities and differences. Faculty noted the simulation was valuable and described challenges faced during the development. Students and faculty found the simulation was a meaningful learning experience. Findings suggests that the transcultural simulation improved student knowledge of cultural competence and understanding of diversity, equity, and inclusion constructs. [ABSTRACT FROM AUTHOR]

• Psychological safety in simulation enhances learning for advanced practice nursing students. • Psychological safety is foundational to best practice in simulation. • The Simulation Tool to Enhance Psychological Safety "STEPS" incorporates visual imagery to enhance a psychologically safe environment in simulation. Psychological safety is a foundational element for effective simulation-based experiences across all healthcare education. This project describes a novel tool the authors developed to visually enhance psychological safety for advanced practice nursing students. The "Simulation Tool to Enhance Psychological Safety" (STEPS) is essentially a photo cube with images that depict evidence-based constructs related to psychological safety. STEPS was designed and evaluated by simulation education experts. STEPS was employed in simulation for advanced practice nursing students (N = 56). Pre and post surveys were conducted using the Psychological Safety Survey and open-ended responses. Findings revealed students' responses on psychological safety improved post the STEPS intervention. Students' comments also reflected they found STEPS valuable for enhancing psychological safety. STEPS is an innovative visual aid that in combination with facilitators' actions can foster psychological safety for learners in simulation-based experiences. We plan to further evaluate the tool in simulations across nursing programs. [ABSTRACT FROM AUTHOR]

• Psychological safety in simulation enhances learning. • Simulation educators must foster psychological safety in simulation. • "STEPS" uses visual images to promote psychological safety in simulation. Creating and maintaining a psychologically safe and welcoming environment is an essential element in simulation-based teaching. The purpose of this project was to describe a novel tool the authors developed to visually enhance psychological safety. Using constructs related to psychological safety, the tool was designed and named "Simulation Tool to Enhance Psychological Safety" (STEPS). STEPS was designed by a core team of simulation education specialists and then evaluated by a convenience sample of prelicensure (n = 5) and advanced practice (n = 3) nursing simulation educator experts. Using open-ended responses, thes reviewers gave feedback and suggestions for improvement. Findings revealed that STEPS was positively evaluated as a visual aid to promote psychological safety. Reviewers offered suggestions for improving design features such as making it more inclusive of other disciplines and adding inspirational quotes. The reviewers unanimously agreed that STEPS would be a successful adjunct for promoting psychological safety in simulation. STEPS is an innovative visual aid to promote a psychologically safe learning environment. We plan to use the tool in simulations across nursing programs. [ABSTRACT FROM AUTHOR]

• Nurse practitioner academic programs must provide 8 hours of substance use training. • Simulation provides "hands on" context to didactic substance use training. • Faculty facilitator training is helpful and appreciated. Nurse practitioners (NPs) are expected to treat substance use disorders (SUDs) as chronic illnesses. Academic programs are expected to provide eight hours of training to new NP students. Didactic training provides structure for treating SUDs but lacks demonstration of "hands on" care. Competencies of identifying and treating SUDs that use patient-centered, non-stigmatizing care can be achieved using simulation. An innovative facilitator training was developed to align with best practices in simulation and build facilitator confidence. Facilitator training and simulation activities can be accomplished using methods that decrease faculty workload burden while meeting student learning objectives and implementing competency-based learning. [ABSTRACT FROM AUTHOR]

Extant simulation literature guides facilitators to tailor desired outcomes to the level of the learner, create psychologically safe and realistic learning environments, and provide a comprehensive simulation experience. Healthcare Simulation Standards of Best PracticeTM emphasize the role of a skilled facilitator in delivering effective healthcare simulation. However, there is a paucity of research evaluating the impact of facilitation upon learning outcomes in the simulation environment. This systematic review protocol outlines the identification, critical appraisal, and synthesis of the best available evidence to describe simulation facilitation and its impact upon healthcare learners' knowledge, skills, attitudes, and behaviors. An interprofessional committee of simulation educators will perform a systematic review under the guidance of a health science librarian using the Joanna Briggs Institute methodology. Peer-reviewed literature will be searched across seven databases. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review. The systematic review will inform evidence-based practices related to the facilitation process to support the delivery of high-quality simulation that promote a culture of inclusion, trust, and safety. [ABSTRACT FROM AUTHOR]

The coronavirus-19 (COVID-19) pandemic forced changes in program delivery across nursing education. This article describes the innovative virtual lab sessions designed and implemented for Foundations and Pediatrics courses in an Accelerated Baccalaureate Science in Nursing program. The objectives of this quality improvement project were to (1) ascertain student perceptions of learning in virtual lab environment (2) identify benefits and barriers to planning and implementing virtual learning experiences, and (3) explore student attitudes and perceptions regarding group dynamics and the sense of community provided by virtual lab sessions. A cross-sectional approach was employed with two cohorts (Cohort 1, n = 71; Cohort 2, n = 86). Students completed a survey and responded to open-ended questions regarding their virtual clinical lab experiences. The four themes of small group dynamics, resource availability, hands-on activities, and sense of community emerged as the characteristics students liked most about virtual lab sessions with 95% of students reporting the virtual lab sessions were engaging. Overall student survey responses were favorable to the virtual labs. This project demonstrates that nursing educators were able to design and implement innovative teaching and learning strategies in a virtual environment to promote knowledge, skills, and attitudes while nurturing a sense of community. [ABSTRACT FROM AUTHOR]

• Experiential learning theory is foundational for nurse practitioner simulation. • Standards, faculty development and teamwork resulted in positive learning outcomes. • Well-developed virtual simulations had strong impact on nurse practitioner education. Changes in academia have occurred quickly in response to the COVID-19 pandemic. In-person simulation-based education has been adapted into a virtual format to meet course learning objectives. The methods and procedures leveraged to onboard faculty, staff, and graduate nurse practitioner students to virtual simulation-based education while ensuring simulation best practice standards and obtaining evaluation data using the Simulation Effectiveness Tool-Modified (SET-M) tool are described in this article. [ABSTRACT FROM AUTHOR]

• Simulation educators can use ChatGPT to facilitate scenario design. • Expert review of ChatGPT output is necessary to ensure realistic scenarios. • Expert reviewers rated ChatGPT favorably in scenario design. • Reviewers noted missing information was prevalent in ChatGPT generated output. Developing simulation scenarios for implementation in nursing programs is labor intensive and time consuming. The purpose of this study was to determine if ChatGPT could create accurate and realistic simulation scenarios efficiently to assist faculty in healthcare education. ChatGPT was used to create five healthcare simulations. The scenarios were sent to 18 peer reviewers who evaluated them using a 25-question Likert scale survey, which also included opportunities to provide qualitative feedback. Data analysis revealed that scenarios varied in terms of realism regarding patient profile, history, present illness and the way the scenario unfolded. Also noted was that pertinent information was missing in all scenarios however, the information generated was accurate. Most of the reviewer comments were positive and many were surprised at the amount of overall information included in each scenario. ChatGPT is a powerful AI tool that has the potential to help simulation educators develop simulation scenarios. However, at present, caution needs to be employed, considering its current limitations. [ABSTRACT FROM AUTHOR]

Abstract Purpose Our investigative team is integrating mobile health technologies into pediatric blood and marrow transplant (PBMT) care. We aim to evaluate whether patient-generated health data can be used to monitor health status and enhance symptom management. While there are numerous health-related apps, none address the symptoms or care needs specific to PBMT patients. This article describes development of the Technology Recording to better Understand Pediatric Blood and Marrow Transplant (TRU-PBMT) mobile application. Design and Methods A one-time survey was distributed to PBMT clinicians, caregivers, and outpatients to elicit feedback and suggestions for the app's design. Results Feedback from clinicians (n = 23), caregivers (n = 5), and PBMT outpatients (n = 4) indicated the app would be acceptable and useable with this group of patients between eight and eighteen years of age. Suggestions from respondents included: making the app language and graphics more child-friendly; adding symptoms such as fatigue, mucositis, bleeding; and a visual stool chart. Conclusion Patient, caregiver, and clinician feedback was valuable in creation of the TRU-PBMT app. We designed a pediatric friendly, PBMT-symptom-specific app, which we will test in future studies. Implications for Practice This app facilitates patient-generated health data collection and informs health care plans. Highlights • Mobile technology can be used to obtain patient generated health data. • Designing and customizing an app allows for disease specific symptom data collection to inform patient care decisions. • Feedback from patients, caregivers, and clinicians was valuable in the TRU-PBMT app development. [ABSTRACT FROM AUTHOR]

This article provides an overview of the use of telepresence robots in clinical practice and describes an evaluation of an educational project in which distance-based nurse practitioner students used telepresence robots in clinical simulations with on-campus Accelerated Bachelor of Science in Nursing students. The results of this project suggest that the incorporation of telepresence in simulation is an effective method to promote engagement, satisfaction, and self-confidence in learning. [ABSTRACT FROM AUTHOR]

Background: Studies show that students who use fidelity-based simulation technology perform better and have higher retention rates than peers who learn in traditional paper-based training. Augmented reality is increasingly being used as a teaching and learning tool in a continual effort to make simulations more realistic for students. Objective: The aim of this project was to assess the feasibility and acceptability of using augmented reality via Google Glass during clinical simulation scenarios for training health science students. Methods: Students performed a clinical simulation while watching a video through Google Glass of a patient actor simulating respiratory distress. Following participation in the scenarios students completed two surveys and were questioned if they would recommend continued use of this technology in clinical simulation experiences. Results: We were able to have students watch a video in their field of vision of a patient who mimicked the simulated manikin. Students were overall positive about the implications for being able to view a patient during the simulations, and most students recommended using the technology in the future. Overall, students reported perceived realism with augmented reality using Google Glass. However, there were technical and usability challenges with the device. Conclusions: As newer portable and consumer-focused technologies become available, augmented reality is increasingly being used as a teaching and learning tool to make clinical simulations more realistic for health science students. We found Google Glass feasible and acceptable as a tool for augmented reality in clinical simulations. [ABSTRACT FROM AUTHOR]