Opioid-Related Risk Screening Measures for the Emergency Care Setting.

Efforts to minimize the impact of prescribed opioids on future adverse outcomes are reliant on emergency care providers' ability to screen and detect opioid use disorder (OUD). Many prescriptions are initiated in the emergency department (ED) for acute pain; thus, validated measures are especially needed. Our systematic review describes the available opioid-related screening measures identified through search of the available literature. Measures were categorized by intent and applied clinical setting. We found 44 articles, identifying 15 screening measures. Of these, nine were developed to screen for current opioid misuse and five to screen for risk of future opioid misuse. None were created for use outside of a chronic pain setting. Many measures were applied differently from intended purpose. Although several measures are available, screening for adverse opioid outcomes in the ED is hampered by lack of validated instruments. Development of clarified conceptual models and ED-specific research is necessary to limit OUD.

Acute Care Nurse Practitioner Students' Perceptions of a Debriefing Experience After a Cardiac Emergency High-Fidelity Simulation: A Qualitative Study.

Acute care nurse practitioners need specialized training to prepare for their advanced role. Limited research investigates acute care nurse practitioners' leadership skills related to team dynamics and evidence-based practices. This study explored students' perceptions of a simulation and debriefing experience and the effects of debriefing on their ability to transfer their leadership-related learning. A qualitative exploratory approach was used. Students (N = 28) were divided between a video-assisted debriefing group (n = 16) and a verbal debriefing group (n = 12). Focus group interviews were conducted in order to explore students' experience of acting as team leader when managing emergency dysrhythmias during high-fidelity simulation code scenarios. Three themes emerged: leadership training, video-assisted debriefing and verbal debriefing, and transferability. This study adds valuable information about how simulation technology could be used in leadership skills learning by and training for nurse practitioners.

The Impact of Dedicated Education Model on Nursing Students' Outcomes: An Integrative Review.

BACKGROUND: Dedicated education units (DEUs) provide an approach to clinical redesign in nursing education. However, the evidence supporting the application of the DEU model has not been systematically reviewed to assess the impact of this model on students' learning outcomes. PURPOSE: This integrative review analyzed the evidence on the relationship between the DEU model and nursing students' learning outcomes. METHODS: Electronic databases were searched for articles published between 1998 and 2019. Search terms used were dedicated education unit, academic collaboration, academic-practice partnership, and outcomes. A total of 24 articles informed this review. RESULTS: Four categories emerged: clinical self-efficacy and confidence, teamwork and collaboration, knowledge and competency, and students' satisfaction. CONCLUSION: The main findings support a positive relationship between the DEU model and students' learning outcomes. Research is still needed to investigate the impact of DEU models on students' problem-solving and clinical judgment.

Effectiveness of Video-Assisted Debriefing in Health Education: An Integrative Review.

BACKGROUND: Debriefing is an integral component of the high-fidelity simulation experience in health education. Video-assisted debriefing (VAD) is used to structure debriefing following simulation. This review synthesizes the best available evidence about VAD compared with verbal debriefing; moreover, it reviews the effectiveness of VAD on students' learning outcomes and learners' perceptions of using VAD postsimulation sessions. METHOD: Databases included Med-line, Scopus, CINAHL, and EMBASE, and articles published between 2000 and 2016 were reviewed if they used the keywords video-assisted debriefing, HFS, debriefing and learning outcomes, and video-playback debriefing. Fourteen studies met the inclusion criteria. RESULTS: Three themes emerged: VAD Effectiveness Compared to Verbal (Oral) Debriefing, VAD Effectiveness on Learning Outcomes, and Learners' Perceptions of VAD Experience. CONCLUSION: VAD following simulation experiences compared with other debriefing modalities resulted in mixed findings related to learning outcomes in health education. More research on debriefing practices is needed that describes all key debriefing components. [J Nurs Educ. 2018;57(1):14-20.].