"I FELT THE CONNECTION": A QUALITATIVE EXPLORATION OF STANDARDIZED PATIENTS' EXPERIENCES IN A DELIVERING BAD NEWS SCENARIO.

BACKGROUND: Little research has examined standardized patient experiences in stressful simulation scenarios. METHODS: Qualitative, secondary data analysis. RESULTS: Emergent themes included: "Those kinds of things are important": The incorporation of personal experiences enhances communication accommodation experiential learning; "She was trying to buffer the bad news": How SPs recognize and address problematic divergent behaviors; and "The emotions come up": Interactions with excellent communication accommodation behaviors can lead to SP emotional and physical distress. CONCLUSION: Standardized patient expertise enhances scenario realism and communication skills evaluation. To minimize distress, simulation educators should tailor safety measures specifically for the individual standardized patient and the scenario.

Using Combined Tabletop and Simulation Activities to Improve Nursing Students' Attitudes About Quality Improvement: A Feasibility Study.

ABSTRACT: Nursing students' attitudes about quality improvement (QI) reflect poor understanding of its importance. In a mixed-method interventional feasibility study, students received instruction about QI processes, plus information about factors contributing to central line-associated bloodstream infection (CLABSI) rates at a hypothetical hospital. Experimental group students observed a high-fidelity simulation bedside report for a CLABSI-affected patient. Both groups independently completed tabletop QI exercises to solve the CLABSI problem and had equivalent improvement in attitudes. Joint debriefing revealed how experimental group students developed greater understanding of interrelated, system-wide contributing factors. Hybrid learning activities with tabletop and simulation positively influence students' attitudes about QI.

Learning never stops: Evaluation of peer teachers in high fidelity simulation.

BACKGROUND: Nurse educators have used peer teaching as a means of providing effective learning to peer learners and enhancing peer teachers' comfort with teaching. There is a lack of evidence related to providing feedback to peer teachers. Receiving feedback may enhance peer teachers' knowledge synthesis and understanding of the teaching process. METHODS: We utilized a mixed methods approach to determine if an evaluation instrument was valid and helpful to peer teachers. Both peer learners and educators completed evaluations of peer teachers, which were then compared. After receiving summarized feedback, peer teachers completed a survey regarding their experience. RESULTS: There were no statistical differences between peer learner and educator ratings of peer teachers. Peer learners indicated they found peer teachers to be helpful in the high fidelity simulation setting. Peer teachers indicated satisfaction with the experience. Analysis of qualitative comments on peer-teacher surveys resulted in the identification of three themes: (a) validation of knowledge growth; (b) increased comfort with teaching; and (c) enhanced appreciation of teaching. CONCLUSIONS: Peer teaching may enhance knowledge gain and synthesis for both peer teachers and peer learners. Enhanced comfort with teaching may lead to enhanced comfort in teaching both patients and peers in future practice.

Peer Teaching in High-Fidelity Simulation: Participant Experiences and Reflections.

Peer teaching provides students with opportunities to experience the educator role and increase self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior baccalaureate nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the high-fidelity simulation (HFS) laboratory. We conducted focus groups to assess peer teachers and learners' experiences and used thematic analysis to examine and interpret the data. Findings included the intersection of learning, HFS, clinical experience, and teaching; the benefits of practicing teaching in a safe environment; how empathy enhanced understanding of the continuum of expertise; and power differentials experienced by peer teachers and learners.

Teachers' Experiences With and Perceptions of Students With Attention Deficit/hyperactivity Disorder.

PURPOSE: The purpose of this research was to examine teacher experiences with and perceptions of students with attention deficit/hyperactivity disorder (ADHD). Teachers are integral in helping these children learn effectively and foster healthy relationships, yet little is known about their interactions with these children. DESIGN AND METHOD: Semi structured interviews were conducted with a purposive sample of fourteen currently practicing or retired elementary and middle schools teachers in North Carolina and South Carolina. All interviews were audio-recorded then analyzed for common themes. RESULTS: Participants obtained ADHD information from in-services or peer interaction, rather than formal education. Culture and gender influenced teacher perceptions, and ADHD classroom strategies were based on anecdotal experience. Teachers experienced guilt and worry while negotiating student needs, school system constraints, and family issues. CONCLUSIONS: While teachers have developed effective coping mechanisms through informal means, formal education and support will help teachers better serve students with ADHD. PRACTICE IMPLICATIONS: Pediatric nurses in many settings can benefit from better understanding how teachers perceive and interact with students who have attentional issues.

Pediatric sepsis and multiorgan dysfunction syndrome: progress and continued challenges.

Sepsis, septic shock, systemic inflammatory response syndrome, and Multiorgan dysfunction syndrome (MODS) remain clinical challenges in pediatric critical care. Understanding of the immune response has increased greatly over the past decade, which has certainly increased the understanding of the pathophysiology and treatment of these conditions. The future promises more exciting discoveries as we understand cellular physiology, immunity, and host responses even better. This article reviews the current knowledge about sepsis and MODS in pediatric patients and discusses the best treatment modalities while highlighting the critical aspects of nursing care for this vulnerable population.