Evaluating the Effectiveness of Expert Modeling Videos on Nursing Student Competency Behaviors.

BACKGROUND: Expert modeling videos (EMVs) have shown promise in improving students' performance in simulation. However, research evaluating the impact of EMVs is limited to major performance areas, lacking exploration into specific student competency behaviors. PURPOSE: This study evaluated the effect of an EMV intervention on undergraduate nursing students' behavioral competencies as measured by the Creighton Competency Evaluation Instrument (CCEI). METHODS: Using a quasi-experimental pragmatic evaluation design, students in a medical surgical nursing course (n = 160) viewed either an expert model demonstration video (experimental) or expert model discussion video (control). Students' behavioral competencies were measured and compared between groups using the CCEI. RESULTS: Students who viewed an expert model demonstration video performed at a higher level of competency in 11 of the 18 CCEI behaviors. CONCLUSION: Using EMVs in nursing simulation may improve students' ability to achieve clinical competency in nursing specific behaviors.

Generative AI Backstories for Simulation Preparation.

BACKGROUND: Developing engaging presimulation learning materials that provide contextualized patient information is needed to best prepare students for nursing simulation. One emerging strategy that can be used by educators to create visual images for storytelling is generative artificial intelligence (AI). PURPOSE: The purpose of this pilot study was to determine how the use of generative AI-created patient backstories as a presimulation strategy might affect student engagement and learning in nursing simulation. METHODS: A qualitative cross-sectional survey with content analysis was completed with undergraduate nursing students following an acute care simulation. RESULTS: Student surveys point to positive pedagogical outcomes of using AI image generation as a strategy to prepare for simulation such as decreased anxiety in simulation, increased preparatory knowledge, and increased emotional connection with the patient's story. CONCLUSIONS: Images created with generative AI hold promise for future research and transforming nursing education.

Learning From Non-Practicing Registered Nurses.

One way to increase the number of RNs during a global nursing shortage is to recruit those currently not working in health care to rejoin the workforce. The goal of this project was to assess the attitudes and perceived learning needs of nurses who are not working in health care. An online survey was distributed via social media nursing groups to a self-selected sample of nurses not working in health care for the previous 2 years. Although the response rate was low (n = 18), there was interesting discussion on re-entry to nursing practice. Top reasons stated for not re-entering the workforce included burnout/stress, workplace conditions, lack of education/skills, and pay. Pharmacology, skills, and technology were the top three self-identified learning needs of the participants. Limited programs offer education for re-entry to practice. Nurse educators should develop learning materials to meet the needs of this special population. [J Contin Educ Nurs. 2022;53(11):486-490.].

Gaming and anxiety in the nursing simulation lab: A pilot study of an escape room.

BACKGROUND: Anxiety accompanying educational simulations is a complex issue impacting nursing students and their learning. Research has provided evidence that some pre-simulation activities can increase student comfort with the simulation environment and may also reduce anxiety. Studies have also provided evidence of promising outcomes for gaming use in nursing education. PURPOSE: This pilot study explored a medical-surgical escape room game as an introductory simulation experience for nursing students, particularly focused on determining student anxiety levels, and both faculty and student perception of the experience. METHODS: A quasi-experimental one group pretest-posttest design was used with a convenience sample to explore student anxiety levels and perceived enjoyment of the game. RESULTS: Student anxiety levels significantly decreased (p = .013); however, anxiety levels remained high at posttest. Students reported high enjoyment of the game and provided positive comments. CONCLUSION: Escape rooms can provide an engaging, interactive way to teach nursing concepts in the simulation environment.

Gaming in Nursing Education: Recent Trends and Future Paths.

BACKGROUND: Game-based learning has attracted much attention in education in recent years due to its ability to increase student motivation and engagement in learning. This study reviewed the literature to answer the research questions: What learning outcomes have been linked to games in nursing education? What are potential gaps in the field's knowledge regarding games in nursing education? METHOD: A systematic literature search was completed in CINAHL and Google Scholar from 2009-2019 with the keywords of games, gaming, and nursing education. RESULTS: A total of 49 papers were identified; of these, 34 were excluded, and 15 empirical studies were evaluated. The majority reported beneficial learning outcomes, such as increased knowledge, higher test scores, and positive student comments. Several methodological weaknesses were noted, such as small sample sizes, convenience samples, and lack of control groups or randomization. CONCLUSION: Games have the potential to prepare new nurses for improved clinical decision making. More robust research methodologies are needed to confirm best practices for educators. [J Nurs Educ. 2020;59(7):375-381.].