Peer Collaborative Clinical Decision Making in Nursing Simulation: A Theoretical Framework.

BACKGROUND: Collaboration and decision making among nursing students are essential competencies in nursing education. However, how students collaborate and make decisions in simulation is a complex phenomenon and not well understood. This study aimed to develop a framework that describes peer collaborative clinical decision making (PCCDM) among nursing students in simulation. METHOD: Charmaz's constructivist grounded theory method was used. The sample included 32 participants (16 dyads) from two nursing programs. RESULTS: The PCCDM framework described three interrelated functional domains (cognition, behavior, and emotion) experienced through three interrelated processes (awareness, communication, and regulation), alternating between individual and collaborative spaces and changing across time according to the simulation's acuity levels. CONCLUSION: The PCCDM framework provides a model that reflects how these processes unfold over time in simulations, which can be applied in nursing simulation, classroom, and clinical settings that require students to make collaborative decisions. [J Nurs Educ. 2024;63(7):435-443.].

Artificial Intelligence and the Simulationists.

SUMMARY STATEMENT: The recent introduction of ChatGPT, an advanced, easy-to-use, and freely available artificial intelligence (AI) program, created new possibilities across many industries and professions including healthcare simulation. ChatGPT has the potential to streamline healthcare simulation-based education while also providing insights for the scenario development process that conventional case development may miss. However, there are issues related to accuracy, relevance, and structure of the products produced by the ChatGPT AI program. This article examines 2 AI-generated simulation case examples highlighting strengths and weaknesses while providing guidance on the use of ChatGPT as a simulation resource.

The AACN Essentials journey.

The new AACN Essentials: Core Competencies for Professional Nursing Education create an opportunity to nursing education to transform the educational preparation of our workforce with new standards for all member schools to implement into their academic programs as we prepare the future nursing workforce. With the advent of these updated academic standards, many nursing schools across the nation are reviewing program outcomes and transitioning from concepts to competencies. The purpose of the article is to describe the early phases of a quality improvement initiative to implement the new AACN Essentials within the undergraduate curriculum of a large school of nursing spanning multiple campuses. The article conveys lessons learned to help support and guide other schools of nursing.

Hybrid Concept Analysis: Peer Collaborative Clinical Decision-Making in Nursing Simulation.

BACKGROUND: Nursing students collaborate and make clinical decisions in simulation scenarios. However, the literature does not clearly define the concept of peer collaborative clinical decision-making (PCCDM). This hybrid concept analysis explored and established the definition of PCCDM among nursing students in simulation. METHOD: A total of 19 articles were reviewed, and 11 dyads of nursing students were interviewed after participating in virtual reality simulation for their perspectives on PCCDM. RESULTS: Five major themes were identified: group (1) communication; (2) awareness; (3) regulation; (4) reasoning; and (5) emotion. The conceptual definition of PCCDM is a dynamic, nonhierarchical, and group-level process of cognitive and socioemotional interactions among peers about a clinical situation that involves group communication, awareness, and regulation of reasoning and emotion within the collaborative space. CONCLUSION: This analysis provides a conceptual definition of PCCDM in nursing simulation as well as a pathway for developing a theoretical framework and instrument. [J Nurs Educ. 2023;62(5):269-277.].

A Comparison Study of the Effect of Type of Grading on Clinical Simulation Performance.

The purpose of this study was to determine whether student performance in a simulation varied according to which grading method was used: pass/fail versus numerical grading with calculation into a course grade. Results showed that student performances were not significantly different when the pass/fail graded group was compared to the numerically graded group, even though students knew which grading schema would be used in their evaluation. The study challenges the opinion that students perform better when they know that they will be numerically graded in simulation.

Team Communication Influence on Procedure Performance: Findings From Interprofessional Simulations with Nursing and Medical Students.

Interprofessional team performance is believed to be dependent on the development of effective team communication skills. Yet, little evidence exists in undergraduate nursing programs on whether team communication skills affect team performance. A secondary analysis of a larger study on interprofessional student teams in simulations was conducted to determine if there is a relationship between team communication and team procedure performance. The results showed a positive, significant correlation between interprofessional team communication ratings and procedure accuracy in the simulation. Interprofessional team training in communication skills for nursing and medical students improves the procedure accuracy in a simulated setting.