High-fidelity simulation-based education in pre-registration healthcare programmes: a systematic review of reviews to inform collaborative and interprofessional best practice

Effectiveness of virtual clinical learning in nursing education: a systematic review

BACKGROUND

With the development of technology in education, simulations, virtual and online technologies are being incorporated into nursing education, especially for clinical education. This was especially necessary when an event occurred that did not necessarily allow for face-to-face contact, such as Covid-19, disasters like typhoons and others. However, limited resources for clinical education of nurses can contribute to the challenges of incorporating and appropriately utilizing virtual clinical learning technologies. Nursing education has been driven by the use of virtual learning technologies such as virtual reality, augmented reality, immersive virtual reality simulation, mixed reality, among others, which are delivered using tablets, phones or computers to create a lived experience for an intended learning outcome. This review aims to examine their effectiveness in terms of core professional competencies, problem solving, nursing process and communication skills.

METHODS

This systematic review was conducted in accordance with the guidelines of the Preferred Reporting Items for systematic reviews and Meta-Analysis. Experimental peer-reviewed articles (randomized controlled trials, and quasi-experimental studies with one to two or more groups (pre-/post-test) using e-simulation technology for nursing education and assessment were included. PubMed, Embase, PsycINFO and Web of Science were searched. The search duration was from inception to 30th April 2024.

RESULTS

Virtual simulation technologies could be used for the practical teaching of nursing students. These technologies have been shown to significantly improve problem-solving skills (effect size 0.2 to 0.9), communication skills (effect size 0.4-0.7), and core professional competencies (effect size 0.3 to 0.9) with a small to large effect size.

CONCLUSION

The results indicate that virtual simulation technologies have important benefits for students' learning when integrated into clinical nursing education and practice. Educators should consider the use of virtual learning technologies when revising nursing curricula. It is important that nursing education policy makers integrate the use of virtual simulation into nurse education, and adapting this pedagogical approach could help improve student readiness for effective healthcare delivery.

Identifying Research Priorities in Digital Education for Health Care: Umbrella Review and Modified Delphi Method Study

BACKGROUND

In recent years, the use of digital technology in the education of health care professionals has surged, partly driven by the COVID-19 pandemic. However, there is still a need for focused research to establish evidence of its effectiveness.

OBJECTIVE

This study aimed to define the gaps in the evidence for the efficacy of digital education and to identify priority areas where future research has the potential to contribute to our understanding and use of digital education.

METHODS

We used a 2-stage approach to identify research priorities. First, an umbrella review of the recent literature (published between 2020 and 2023) was performed to identify and build on existing work. Second, expert consensus on the priority research questions was obtained using a modified Delphi method.

RESULTS

A total of 8857 potentially relevant papers were identified. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, we included 217 papers for full review. All papers were either systematic reviews or meta-analyses. A total of 151 research recommendations were extracted from the 217 papers. These were analyzed, recategorized, and consolidated to create a final list of 63 questions. From these, a modified Delphi process with 42 experts was used to produce the top-five rated research priorities: (1) How do we measure the learning transfer from digital education into the clinical setting? (2) How can we optimize the use of artificial intelligence, machine learning, and deep learning to facilitate education and training? (3) What are the methodological requirements for high-quality rigorous studies assessing the outcomes of digital health education? (4) How does the design of digital education interventions (eg, format and modality) in health professionals' education and training curriculum affect learning outcomes? and (5) How should learning outcomes in the field of health professions' digital education be defined and standardized?

CONCLUSIONS

This review provides a prioritized list of research gaps in digital education in health care, which will be of use to researchers, educators, education providers, and funding agencies. Additional proposals are discussed regarding the next steps needed to advance this agenda, aiming to promote meaningful and practical research on the use of digital technologies and drive excellence in health care education.

Patient-centered interprofessional education in cancer care: a systematic scoping review

BACKGROUND

Cancer remains a critical global health issue requiring a comprehensive interdisciplinary approach for effective treatment. Interprofessional education (IPE) is essential for overcoming barriers to collaboration among healthcare professionals and fostering efficient teamwork in cancer care.

OBJECTIVE

This systematic scoping review aims to explore the role of IPE in enhancing interprofessional collaboration within cancer care by mapping and synthesizing the implementation, impact, and evaluation strategies of patient-centered IPE programs in this field.

METHODS

A comprehensive search was conducted across seven databases, including CENTRAL, CINAHL, Embase, MEDLINE, PsycInfo, Scopus, and Web of Science, from their inception to January 2024. Grey literature was also sought through online sources and by contacting relevant organizations. Data were extracted and synthesized narratively following a standardized protocol.

RESULTS

Seven studies met the inclusion criteria, highlighting various educational methods such as web-based platforms, face-to-face interactions, experiential learning, and simulation-based training. Patient-centered IPE programs notably improved interprofessional collaboration, communication, knowledge, and self-confidence among healthcare professionals. Additionally, several programs led to concrete changes in clinical practice and institutional policies. Evaluation strategies primarily utilized established frameworks such as Kirkpatrick's model and Moore's outcome levels to assess multiple layers of outcomes, including participant satisfaction, knowledge acquisition, competence, and behavior change.

CONCLUSIONS

The findings indicate that patient-centered IPE programs effectively promote interprofessional collaboration and enhance clinical competencies in cancer care. Future research should focus on long-term evaluations, address systemic barriers, expand geographical scope, and utilize standardized evaluation frameworks to further improve the design and implementation of patient-centered IPE programs in cancer care.

Educational design insights for interprofessional immersive simulation to prepare allied health students for clinical placements

BACKGROUND

Positive outcomes of simulation programmes to prepare students for placement are widely noted. However, few studies adequately describe considerations for designing allied health placement simulations. There exists a conceptual framework to guide such simulation design, which draws on theory and educational expertise but to date lacks varied stakeholder perspectives. This study aimed to identify implications for the design of allied health placement simulation from participants' experiences of a simulation-based, interprofessional, novice placement preparation programme.

METHODS

Occupational therapy, physiotherapy and podiatry students finishing their first year of study were offered a 1-week intensive interprofessional simulation immediately before their first placement. Focus groups in the following weeks allowed participants to discuss their experiences of the programme, preparation for student placements, and recommendations. These were transcribed and interpreted using reflexive thematic analysis and then abductively related to the conceptual framework.

RESULTS

In total, 22 participants broadly representative of the simulation programme participants contributed to separate focus groups with domestic-enrolled students (n = 7), international students (n = 5), external practice educators (n = 6), and simulated participants (n = 4). Inductive reflexive thematic analysis generated six themes: (i) engaging learning environment, (ii) realism and relevance, (iii) student confidence and communication, (iv) international students' needs, (v) recommendations to facilitate further preparation for placement, and (vi) importance of preparation to engage in simulation. All participant groups were invested in the programme and highlighted learning opportunities. An immersive and relatable experience with active participation contributed to confidence and communication skill development. International students noted needs pertaining to cultural and language expectations. Other participant recommendations related to the equity of opportunities and specific preparation for placement student-educator interactions. Finally, every participant group noted features of effective preparation for simulation-based education.

CONCLUSIONS

Relating these findings abductively to the literature and conceptual frameworks, this study highlights simulation design considerations for learner needs assessment, engagement, realism, psychological safety, and challenge to prepare learners for their first clinical placement. Specific implications for adequately preparing all participant groups, design considerations for the needs of culturally diverse students, and balancing interprofessional and discipline-specific learning are highlighted from a lived experience viewpoint. Future research may engage greater stakeholder co-design in simulation-based education.

Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study

Background

Simulation-based education is essential for preparing nursing students for their professional roles and enhancing their learning experiences and patient care skills. However, there is a gap in understanding how nursing students perceive and engage with simulation-based learning, particularly in the context of Saudi Arabia. This lack of insight limits the ability to develop effective educational strategies.

Objective

This study aimed to evaluate nursing students' perceptions regarding attitudes toward simulation-based learning in Saudi Arabia.

Methods

A cross-sectional study was conducted from December 2023 to February 2024, involving 173 nursing students from a single university. Participants completed a structured questionnaire assessing their attitudes toward simulation-based learning, focusing on its relevance, interprofessional education opportunities, communication, situation awareness, and roles and responsibilities. Descriptive statistics were used to analyze the data. Mann-Whitney and Kruskal-Wallis tests were used to examine correlations between variables, with a significance level of p <0.05.

Results

The study found that 91.3% of participants had a favorable attitude toward simulation-based learning (Median = 4.43, IQR = 4 - 5). Age and grade level significantly influenced attitudes; younger students (under 20 years) had lower scores (Z = -2.490, p = 0.013), while fourth-year students had higher scores than third-year students, showing a statistically significant difference (H = 8.573, p = 0.014). Additionally, grade point average (GPA) was a significant factor, as students with GPAs between 5.00 and 4.50 scored higher than those in the 3.74-2.75 range (H = 25.893, p <0.001).

Conclusion

The study concluded that nursing students in Saudi Arabia have a generally positive attitude toward simulation-based learning, recognizing its importance in enhancing their educational journey and clinical preparedness. These findings highlight the need to integrate simulation-based pedagogical approaches in nursing education to foster critical thinking and improve communication skills, thereby enhancing patient care outcomes.

Advancing One Health education: integrative pedagogical approaches and their impacts on interdisciplinary learning

One Health is an integrative approach that emphasizes the interconnectedness of human, animal, and environmental health, advocating for collaborative, multidisciplinary efforts to address health challenges, particularly amid globalization and emerging threats. This paper examines the integration of One Health principles into global health education, highlighting the importance of interdisciplinary collaboration and innovative pedagogical approaches. It evaluates various teaching methods, including problem-based learning (PBL), team-based learning (TBL), simulation-based education (SBE), case-based learning (CBL), interdisciplinary workshops and seminars (IWS), and service-learning (SL), analyzing their strengths and weaknesses in fostering interdisciplinary understanding and practical application of One Health concepts. While these methods enhance learning by promoting critical thinking, collaboration, and real-world application, they also face challenges such as resource constraints, variability in group dynamics, and the complexity of assessing long-term learning outcomes. The paper also discusses the role of global partnerships, such as the Global One Health Research Partnership (GOHRP), in advancing One Health education through collaborative research and educational initiatives. Addressing challenges in curriculum integration and interdisciplinary collaboration is crucial for the effective implementation of One Health education, ensuring that future health professionals are equipped to tackle complex global health challenges.

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: Convergent mixed methods research investigating undergraduate medical students' performance and perception

INTRODUCTION

Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, especially in the Middle East and North Africa region, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates.

METHODS

This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students' perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study.

RESULTS

There was no statistically significant difference in students' knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students' satisfaction, to both confirmation and expansion of the systemic viewpoint around students' preferences, and lastly to refinement in relation to the perspective around retained knowledge.

CONCLUSION

High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students' retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective.

Successfully Increasing the Diversity of the Nursing Workforce in Rural South Carolina

This innovative project was funded by the Health Resources and Services Administration (HRSA) Nursing Workforce Diversity (NWD) grant (2017), with a resultant increase in the diversity of the nursing workforce in the rural Pee Dee Region of South Carolina. The project provided resources to at-risk students (n = 100) and compared participants with a control group (n = 92). The project provided participants mentors, financial assistance, experiential learning, advising, and professional development. The project descriptively compared program outcome benchmarks between groups. The project's multifaceted approach was key to success, providing implications for other programs to increase diversity of the nursing workforce.

A Comparison of Virtual Reality to Traditional Simulation in Health Professions Education: A Systematic Review

ABSTRACT

With the increasing availability of virtual reality (VR) and its lower overall costs of use, the objective of this review was to compare VR to traditional simulation in terms of learning outcomes. Studies were included if they met the following criteria: ( a ) research study (of any design), ( b ) focused on learners in health professions, and ( c ) compared VR with traditional simulation. Studies were excluded for the following reasons: ( a ) not a research study, ( b ) focused on learners outside health professions, ( c ) used screen-based or computer-based simulation, ( d ) used a task trainer, and ( e ) did not involve a comparison of VR to traditional simulation. The searches were run on November 11 and 12, 2021, in CINAHL via EBSCO, Ovid Embase, ERIC via EBSCO, IEEE Xplore, Ovid Medline, Ovid PsycINFO, Scopus, and Web of Science Core Collection. Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines guided the review. A team of researchers applied Kirkpatrick's Levels, Melnyk's Levels of Evidence, and Critical Appraisal Skills Programme guidelines to assess the level of evidence and look for bias. Fifteen studies were reviewed including 11 randomized controlled trials. The lead researcher synthesized the study results into 3 categories: (1) traditional simulation performed better, (2) VR performed better, and (3) comparable outcomes. There is insufficient evidence to endorse one form of simulation (VR or traditional) as more effective at this time. The body of evidence contained too few studies to draw meaningful conclusions to answer the guiding question. The studies covered a large range of modalities, learner groups, and healthcare topics, preventing a meta-analysis. Based on the literature and experience, we recommend that VR experiences be proctored, include debriefing, have a backup plan for cybersickness or myopia, and have time and costs documented. Use of VR is likely to expand; thus, research is needed to inform the best contexts and applications.

Evaluation of a pilot to introduce simulated learning activities to support speech and language therapy students' clinical development

BACKGROUND

Speech and language therapy (SLT) education must meet the needs of the future workforce, training enough students who are competent practitioners able to meet the workforce demands. Increasing student numbers and the impact on placement providers mean students must be equipped for learning on placement. Simulation is a way of supporting students to develop their clinical skills and decision-making in a safe, supportive environment.

AIMS

To explore the perspectives of SLT students who were introduced to simulation during their undergraduate degree at a UK university as part of a pilot study. The aim of the pilot was to listen to the students' voices to begin to understand their lived experiences of simulation and to gather views on how simulation can support their clinical learning.

METHODS & PROCEDURES

Focus groups and semi-structured interviews were carried out with second-year BSc SLT students in semester 2 following the simulated learning activities and clinical placement. Qualitative data were gathered and thematic analysis was applied to the data to identify the barriers and enablers to students' clinical learning in simulation.

OUTCOMES & RESULTS

A total of 11 students responded out of a cohort of 38. Three key themes were identified from the analysis: individual learning needs, facilitator skill and programme-level organization.

CONCLUSIONS & IMPLICATIONS

Student experience of simulation was positive. One of the key elements students found to support their clinical skills was the importance of the safe space; support for learning instead of correction led them to engage in active learning. Key barriers to simulation related to having sufficient prior knowledge, the skills of the facilitator, group size and the wider learning landscape of the programme. In response to this pilot, there are plans to continue developing this model of simulation and embed simulation across the programme, led by a sound pedagogical approach with clear preparation and planning and building the necessary infrastructure. Other SLT programmes and practice educators developing simulation as part of their programmes or placement may wish to consider some of these findings to support the use of simulation in their workplace.

WHAT THIS PAPER ADDS

What is already known on this subject Simulation as a teaching methodology is widely used in medicine and nursing programmes. It is now used in various allied health professions and in some SLT programmes. There is evidence to suggest simulation increases student confidence and clinical skills without increasing the capacity on those offering clinical placements in practice. What is already known on this subject This study offers a practical example of introducing simulation in an established undergraduate programme for SLT students. It explains the background to this innovative way of teaching clinical skills and explains why this approach could be beneficial for the future speech and language therapist. What are the clinical implications of this work? This study gives practical examples of how simulation can work to facilitate student clinical learning and knowledge. It may offer ideas to those working in clinical practice to organize placements differently or add simulation elements to improve the student experience. Other educational establishments and placement educators may find the recommendations helpful in developing their own simulation approach.

Impact of a simulation-based education approach for health sciences: demo, debrief, and do

BACKGROUND

Skill-based practice (e.g., communication skills) is important for individuals to incorporate into students' learning and can be challenging in large classes. Simulation-based education (SBE) is a method where students can learn and practice skills in a safe environment to use in real world settings with assistance of peer coaching. The COVID-19 pandemic presented challenges to providing students with sufficient SBE. The purpose of this paper is to: a.) describe a SBE approach for health coaching referred to as "Demo, Debrief, and Do" (DDD), b.) discuss how this approach became important in COVID-19 classroom experiences, c.) describe the impact of DDD activity on students in a health sciences curriculum. DDD is a collaborative activity where graduate health coaching students demonstrate coaching skills, debrief their demonstration, and support undergraduate students to demonstrate (or do) their own coaching skills in a small virtual online setting.

METHODS

Qualitative feedback from 121 undergraduate students enrolled in 3 sections of a behavior change strategies course and quantitative surveys to examine their confidence in applying the skills and overall satisfaction with DDD were gathered.

RESULTS

The overall average confidence level following the lab was 31.7 (0-35). The average satisfaction level following the lab was 23.3 (0-25 range). The most common highlight of this DDD experience described was observing the coaching demonstration (i.e., demo), followed by the feedback (i.e., debrief), and the practice (i.e., do).

CONCLUSION

The (DDD) simulation approach fulfilled an educational need during the COVID 19 pandemic and filled a gap in offering SBE opportunities for both graduate and undergraduate students while learning effective client-communication skills health coaching delivery.

Determining current approaches to the evaluation of the quality of healthcare simulation-based education provision: a scoping review

Background: With an increase in simulation being used in healthcare education, there is a need to ensure the quality of simulation-based education is high. This scoping review was conducted to answer the question: What are the current approaches to the evaluation of the quality of health-care simulation-based education provision? Methods: Databases PubMed, Cochrane, ERIC, CINAHL and Medline were searched in March 2023 to retrieve peer-reviewed healthcare research and review articles written in the English language within the last 20 years. All data were extracted from six studies, themed and presented in the main text and in tabular form. Results: Two scoping reviews, one systematic review and three research articles were included. Three main themes were found: adherence to existing design frameworks, lack of validation of these frameworks and lack of evaluation frameworks, and a proposed evaluation framework. Many of the excluded articles focussed on gaining participant feedback to evaluate simulation activities, rather than evaluating the quality of the design and implementation of the simulation. Conclusions: Benchmarking of current United Kingdom (UK) healthcare simulation against UK and international simulation standards is required to increase its quality, therefore, an agreed UK template framework to evaluate simulation packages is recommended.

Ongoing training and peer feedback in simulation-based learning for local faculty development: A participation action research study

BACKGROUND

Simulation-based learning (SBL) is often used in healthcare education. Professional development has been identified as crucial to the success of SBL. Effective, high-quality SBL requires facilitators who are multiskilled and have a range of SBL-related knowledge, skills and attitudes, which require time and practice to acquire. However, investment in facilitators' competence is often limited, particularly at smaller institutions without an associated simulation centre.

OBJECTIVES

The purpose of this study is to describe how a smaller university college with limited resources and limited facilitation experience has initiated continuing professional development and how this continuing professional development has contributed to maintaining and developing SBL facilitators' competence.

METHOD

Participatory action research has been used to improve the practice of SBL facilitators at a university college in Norway. The evaluations and reflections of 10 facilitators engaged in professional development and 44 national simulation conference participants have been analysed by way of Vaismoradi's qualitative content analysis.

RESULTS

A culture of participation and engagement and a clear professional development structure are both of crucial importance in the implementation and maintenance of continuing professional development in SBL. When these are present, not only does facilitation become more transparent, but facilitators become more aware of their own strengths and weaknesses, manage to address these and perceive an improvement in their confidence and competence.

CONCLUSIONS

Facilitators at smaller institutions without an associated simulation centre can improve their competence and confidence in SBL beyond the initial course, despite the absence of experienced mentors. The results indicate the importance of engaging in ongoing training and self-reflection based on peer feedback, the facilitators' own experience and up-to-date literature. Implementing and maintaining professional development at smaller institutions requires a clear structure, clear expectations and a culture of participation and development.

Assessment of Clinical Reasoning While Attending Critical Care Postsimulation Reflective Learning Conversation: A Scoping Review

BACKGROUND

The critical care environment is characterized with a high level of workload, complexity, and risk of committing practice mistakes. To avoid clinical errors, health care professionals should be competent with effective clinical reasoning skills. To develop effective clinical reasoning skills, health care professionals should get the chance to practice and be exposed to different patient experiences. To minimize safety risks to patients and health care professionals, clinical reasoning with a focus on reflective learning conversation opportunities can be practiced in simulated settings.

OBJECTIVES

To explore the most valid and reliable tools to assess clinical reasoning while attending adult critical care-related simulation-based courses in which reflective learning conversations are used.

METHODS

A scoping review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews. Eight electronic databases were searched, and full-text review was completed for 26 articles.

RESULTS

The search resulted in no studies conducted to measure clinical reasoning while attending adult critical care-related, simulation-based courses in which the reflective learning conversation method was embedded.

DISCUSSION

This highlights the need to evaluate current available clinical reasoning tools or develop new tools within the context of adult critical care simulation where reflective learning forms a key part of the simulation procedures.

Healthcare personnel self-assessed competence and knowledge following implementation of a new guideline on maternal resuscitation in Norway. A repeated measure study

Introduction

Cardiac arrest in pregnancy is a rare, yet extremely challenging condition to manage for all healthcare personnel involved. Knowledge deficits and poor resuscitation skills can affect outcomes in cardiac arrest in pregnancy, but research exploring healthcare personnel competence and knowledge about maternal resuscitation is limited.

Aims

The aim of this study was to explore (1) healthcare personnel self-assessed competence and knowledge about cardiopulmonary resuscitation (CPR) in pregnancy as well as perimortem caesarean section, before and after implementation of a new guideline, (2) whether there were any interprofessional differences in knowledge about maternal resuscitation, and (3) potential differences between different implementation strategies.

Research Methodology

The study had a prospective repeated measure implementation design, utilizing a questionnaire before and after implementation of a new guideline on maternal resuscitation after cardiac arrest.

Setting

All healthcare personnel potentially involved in CPR in six hospital wards, were invited to participate (n = 527). The guideline was implemented through either simulation, table-top discussions and/or an electronical learning course.

Results

In total, 251 (48%) participants responded to the pre-questionnaire, and 182 (35%) to the postquestionnaire. The need for education and training/simulation concerning maternal resuscitation were significantly lowered after implementation of the guideline, yet still the majority of respondents reported a high to medium need for education and training/simulation. Participants' self-assessed overall competence in maternal resuscitation increased significantly postimplementation. Regardless of professional background, knowledge about CPR and perimortem caesarean section increased significantly in most items in the questionnaire after implementation. Differences in level of knowledge based on implementation strategy was identified, but varied between items, and was therefore inconclusive.

Conclusion

This study adds knowledge about healthcare personnel self-assessed competence and knowledge about maternal resuscitation and perimortem caesarean section in pregnancy. Our findings indicate that there is still a need for more education and training in this rare incident.

Form for planning and elaborating high fidelity simulation scenarios: A validation study

Every human being has the right to safe, dignified and harm-free care in health institutions. High fidelity simulation has been used in teaching for the training and continuing education of health professionals to promote quality, safe and humanized patient care. Elaborating scenarios is an important phase to provide a simulation-based experience, and is relevant in the teaching-learning process. The objective of this study was to validate the content and applicability of the High Fidelity Simulation Scenario Planning and Development Form and its Operational Manual. The form could be used to development of scenarios to medicine, nursing, physiotherapy and as well as other specialties in the healthcare. This was a methodological validation study of the form and its manual content by experts in simulation and its feasibility, conducted in two phases: Phase 1: eight experts were selected using the “snowball” sampling technique to validate the content measured by the content validity index; Phase 2 (test): the form and its operational manual validated by the experts were made available to 28 participants in order to elaborate scenarios for the feasibility assessment and participation in the focus group. All items in the form and in the operational manual reached a content validity index above 0.80. The total content validity index was 0.98. The evaluation of the usability of the instruments carried out by the participants reached a percentage above 96.43% in all alternatives except for the item “It was easy to use the form to build your scenario” (75%). Eight participants were present in the focus group. Focus group discussions were categorized into completeness, practicality and usefulness according to comments and suggestions. The form and its operational manual proved to be valid instruments.

Simulation-based education for medical radiation students: A scoping review

Simulation-based education is a significant aspect of teaching clinical skills in tertiary medical radiation science programmes, allowing students to experience the clinical setting in a safe environment. As an educational tool, simulation exists in many valid forms including role play, interprofessional simulation and virtual reality simulation. This scoping review looks at the current literature in this field to identify the evidence surrounding simulation-based education for medical radiation students. The purpose of this review is to provide an evidence-based guide for educators, identify gaps in the literature and suggest areas of future research. Data extraction was performed on 33 articles where the interventions could be categorised into either role play simulation, virtual simulation, simulation videos or online learning environments. Most studies demonstrated that simulation could improve clinical competence and increase preparedness and confidence for clinical placement. Student satisfaction remained high throughout the studies; however, it is the view of many that although simulation-based education is a valid and effective tool, it is complementary to and not a replacement for clinical placement.

Use of a novel anthropomorphic prostate simulator in a prostate brachytherapy transrectal ultrasound imaging workshop for medical physicists

PURPOSE

Ultrasound imaging training is not required as part of radiation oncology training programs nor does any objective competency measure exist to independently assess performance. Physical simulation training can provide a structured approach to this training but only if suitably challenging training simulators exist. This study describes the design and preliminary evaluation of a simulation-based transrectal ultrasound (TRUS) imaging training workshop developed for medical physicists involved in low-dose-rate (LDR) prostate brachytherapy (PBT).

METHODS

The study incorporated novel high-fidelity anthropomorphic PBT TRUS training simulators and a TRUS imaging module with a blended-learning pedagogical approach, to address TRUS image optimisation and managing image quality.

RESULTS

Results demonstrated a significant improvement in knowledge, with an average increase in multiple choice question score of 61% (P < 0.0002), and that there was a 46% (P < 0.0001) average increase in the participants perceived understanding of TRUS scanner operation, and an increase of 36% (P < 0.001) in participants readiness to optimise image quality and mitigate image artefacts. Focus group data explored participants' experiences, perceptions and challenges with TRUS LDR PBT.

CONCLUSIONS

This study suggests a benefit in offering a simulation training workshop to medical physicists and the potential benefit to other healthcare professionals involved in prostate brachytherapy, by incorporating novel high-fidelity anthropomorphic PBT TRUS training simulators, in a simulated environment to practice ultrasound image optimisation for PBT image guidance. This approach to training would enable competency-based skill acquisition and continued proficiency or health professionals in the TRUS PBT procedure, outside of the surgical environment without direct exposure to patients.

Simulation interprofessional education in health professions education: a scoping review protocol

OBJECTIVE

The objective of this scoping review is to identify, collate, and map the evidence on simulation interprofessional education activities in any setting for the education of health professional students.

INTRODUCTION

Simulation interprofessional education activities comprise in-person and collaborative online learning embedded in formal curricula. Though the number of simulation interprofessional education activities has increased with the knowledge of the importance of effective interprofessional collaboration, the literature still lacks a description of the characteristics of existing activities.

INCLUSION CRITERIA

This scoping review will consider interprofessional education activities taking place within a simulation environment. Included papers will report on activities with two or more types of learners in health professional programs.

METHODS

The proposed scoping review will be conducted in accordance with the JBI methodology for scoping reviews. Databases searched will include PubMed, CINAHL, and ERIC. Results will be limited to English-language publications from 2016 to the present year. Data extraction will be performed using a purposefully developed data extraction tool. Teams of reviewers will screen abstracts and full texts of articles for potential inclusion, and decisions will be determined via consensus of two out of three reviewers. Extracted data will be presented in diagrammatic or tabular form in a manner that aligns with the objective of this scoping review. A narrative summary will accompany the tabulated and/or charted results and will describe how the results relate to the review's objective and questions, and how the results might inform future simulation interprofessional education activities in health professions education.

Interprofessional Simulation: From the Classroom to Clinical Practice

Interprofessional simulation (IPS), frequently referred to in the literature as simulation-enhanced interprofessional education (IPE), has been widely studied in nursing and medical education. For decades, the literature has suggested IPE as a valuable strategy for enhancing communication and collaboration among health professionals. Interprofessional collaborative practice (IPCP) is foundational to developing high-functioning healthcare teams and can lead to reduced medical errors and increased patient safety. This chapter addresses IPS from both the academic and practice perspectives. The foundations of IPE and IPCP are reviewed, as well as the standards of best practice in simulation. Planning, development, and implementation will be discussed, including benefits, barriers, and possible solutions. Recommendations from relevant research on debriefing and evaluation of IPS are also reviewed. Outcomes from the growing body of research on IPS will be presented and include perceptions of interprofessional practice, better understanding of professional roles and responsibilities, development of communication and teamwork skills, and shared problem-solving and decision-making. Future implications and recommendations are provided based on the state of the science on IPS. Optimum design, implementation, and evaluation of IPS, along with a thorough understanding of the benefits, barriers, and opportunities, can help faculty and clinical educators prepare a collaborative healthcare workforce and reduce medical errors to ultimately improve patient outcomes.