Three-Dimensional Printing: Collaborative Nurse-Led Research.

Though three-dimensional (3D) printing is often touted as cutting-edge technology, it actually made its appearance in the 1980s. Since then, this technology has made significant progress from its humble origins of layering polymers to create simple structures to the more sophisticated printing with elements such as metals used to create complex structures for aircraft. This technology has advanced and been finely tuned largely in thanks to the engineering profession. The variance within the printers, software, and printing material allows for broad application beyond engineering and manufacturing. Healthcare and academic applications are beginning to get traction. The National Institutes of Health has established a platform for sharing 3D ideas to support biotechnology and modeling for healthcare. It makes sense that nursing programs would, minimally, utilize 3D printers to enrich their institutional simulation laboratory and to manufacture specialty materials for training students in a cost-efficient manner. Opportunities to collaborate with other academic departments and community partners in the development and production of timely and effective solutions to pressing healthcare needs enriches student learning, nursing programs, and their graduates. Faculty buy-in and purposeful integration throughout the curriculum are vital variables associated with the successful implementation of 3D printing in a nursing program. Additional benefits include opportunities for publications, presentation of papers, and interprofessional collaboration.

Successfully Incorporating Interprofessional Education in a Nonacademic Health Sciences Center.

Enhanced patient outcomes have led the health sciences to seek ways in which to incorporate interprofessional education in their curricula. This article presents a unique and innovative strategy for interprofessional education among nursing, medicine, and pharmacy in a nonacademic health science center setting. Nurse practitioner students from the University of Alabama in Huntsville College of Nursing, medical interns from the University of Alabama at Birmingham School of Medicine, and pharmacy students from Auburn University School of Pharmacy and their respective faculty participated in collaboratively designed simulations and skills experiences.

INACSL Standards of Best Practice for Simulation: Past, Present, and Future.

AIM: To describe the historical evolution of the International Nursing Association for Clinical Simulation and Learning's (INACSL) Standards of Best Practice: Simulation. BACKGROUND: The establishment of simulation standards began as a concerted effort by the INACSL Board of Directors in 2010 to provide best practices to design, conduct, and evaluate simulation activities in order to advance the science of simulation as a teaching methodology. METHOD: A comprehensive review of the evolution of INACSL Standards of Best Practice: Simulation was conducted using journal publications, the INACSL website, INACSL member survey, and reports from members of the INACSL Standards Committee. RESULTS: The initial seven standards, published in 2011, were reviewed and revised in 2013. Two new standards were published in 2015. The standards will continue to evolve as the science of simulation advances. CONCLUSION: As the use of simulation-based experiences increases, the INACSL Standards of Best Practice: Simulation are foundational to standardizing language, behaviors, and curricular design for facilitators and learners.

Telehealth in Nursing Education: A Systematic Review.

BACKGROUND: Telehealth encompasses a broad variety of technologies and methods to deliver virtual medical, health, and education services. This systematic review examined the research completed in the past 10 years to determine the prevailing state of the science related to nursing education and telehealth. METHOD: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was followed. The criteria for inclusion were nursing education research related to telehealth in an academic setting. RESULTS: A total of 13 articles met the inclusion criteria. A lack of rigorous research design, valid and reliable instrumentation, and measurable outcomes were noted. CONCLUSION: This review found a lack of research focused on nursing education associated with telehealth. One article validating 14 nursing telehealth entrustable professional activities with 52 corresponding competencies was found to have the potential to guide curricular integration, measure outcomes, and build a program of telehealth nursing education research. [J Nurs Educ. 2021;60(11):633-635.].

Guidelines and Essential Elements for Prebriefing.

STATEMENT: Simulationists have reported essential elements that need to be included during prebriefing to establish best practices in simulation and support learner success in simulation. However, there is a gap in the literature; there is a need for synthesis of these reported elements.This article reports the current established prebriefing standards and guidelines. It compiles all the elements that are recommended into one document to facilitate educator training. An infographic is included to serve as a cognitive aid and a checklist for facilitators to use in practice. Finally, this article discusses additional areas of inquiry and research that needs to be completed in relation to prebriefing.

State of Interprofessional Education in Nursing: A Systematic Review.

The aim of this systematic review was to synthesize research in the last 5 years to report the current state of the science related to interprofessional education (IPE) in nursing. Findings suggest that more studies with rigorous research designs are needed to compare outcomes for interprofessional interventions and to determine the effectiveness of IPE on patient outcomes.

Implementing the standards of best practice for simulation.

The Standards of Best Practice: Simulation are a resource for quality and consistency of simulation, evaluation of outcomes, and improvement of simulation programs. The Standards provide guidelines for practice and a vital framework for strategic planning, research, and faculty development. This article discusses challenges and shares approaches to enhance implementation of the Standards into practice to improve education, increase patient safety, and reduce variability in simulation experiences.