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Background: SimuCarePro-CRM aims to create tools for emergency health professional's simulation training by developing Crisis Resource Management concepts. This research project regards the leadership concept. Assuming simulation as an innovative learning strategy that can contribute to the development of leadership skills, we question: "What leadership competencies (LC) are developed through simulated nursing practices?". Objectives: Characterize nursing students' perceptions of LC exercised by the team leader during simulated practice (SP) and analyze the facilitating and difficult factors in the development of LC in SP. Method: A quantitative, observational, analytical, transverse and correlational study will be developed. An intentional sample will be formed by nursing students who attend Advanced Life Support courses in 2019 and accept to participate in the study. Data will be collected through a 3 parts questionnaire: sociodemographic and professional characterization; "Nursing Leadership Perception Scale" by Castilho and Frederico (2006)(1) and questions about team leader competencies; questions to identify facilitating and difficult factors in acquiring LC through SP. Ethical and legal procedures were foreseen. Results: Students (69%) perceive PS as a very important strategy for the development of LC. Conclusion: Results are compatible with the few available literatures. We suggest the applicability of the study to other nursing schools with identical teaching strategies

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BACKGROUND: Peer-led written debriefing (PLWD) and peer-led observed debriefing (PLOD) are types of peer-led debriefing. Despite their advantages, these methods are sparingly used among debriefing experts. OBJECTIVE: To identify effects of peer-led debriefing (written versus observed) using simulation with case-based learning (CBL) and compare levels of satisfaction with CBL, debriefing, and simulation-based learning (SBL) between the two groups. DESIGN: Quasi-experimental study used a pretest-posttest non-equivalent control group. SETTING: Department of Nursing in C province, South Korea. PARTICIPANTS: Sixty-nine third-year undergraduate nursing students (PLWD, n = 33; PLOD, n = 36). METHODS: Differences in clinical performance competency, and satisfaction of CBL, SBL, and debriefing between the PLWD and PLOD groups were determined. RESULTS: Clinical performance competency scores of posttest in both the PLWD and PLOD groups were significantly higher than those of pretest. There were no significant differences in any item except for item of 'communication' (t = -2.150, p = .047) between the PLWD and PLOD groups. There were no significant differences in satisfaction with CBL (t = -0.874, p = .385), simulation (t = -0.701, p = .485), or debriefing (t = -1.024, p = .309) between the two groups. CONCLUSION: This study suggests that both the PLWD and PLOD could be used to achieve students' learning outcomes when debriefing experts are unavailable.

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A review of the extant literature suggests that there remains a dearth of evidence regarding the evaluation of well-defined outcomes related to international nursing clinical experiences. The purpose of this study was to explore the relationship between students' clinical experience (traditional versus international) and a number of academic outcomes including final medical-surgical course grades, performance on relevant Assessment Technologies Institute (ATI) proctored exams, and National Council Licensure Examination (NCLEX) pass rates. A non-experimental design was implemented using retrospective data obtained from a small university in the Midwest. Students complete a medical-surgical clinical in India during the interim of their third semester in the nursing program. Results of the t-tests show a statistically significant difference in final grades for Adult Health II theory when comparing students who completed a traditional clinical (M = 83.1, SD = 3.8) with those who completed an international clinical (M = 81.6, SD = 5.2); t(100) = 2.0, p = .043. The difference in mean scores for traditional clinical students (M = 70.3, SD = 6.6) versus international clinical students (M = 66.2, SD = 7.2) for the Adult Medical-Surgical proctored exam reached statistical significance, t(119) = 4.5, p ≤ .001. In contrast, there was no significant difference in means scores between the two groups with regard to scores on the Comprehensive Predictor proctored exam (traditional clinical, M = 76.1, SD = 5.9; international clinical, M = 75.2, SD = 6.4); t(121) = 1.0, p = .316. Finally, a chi square test of independence found that the relationship between clinical status and performance on NCLEX was not statistically significant, χ2 (1, N = 197) = 0.132, p = .716. Further research is needed to examine the impact of international clinicals on a broader range of outcomes including academic, cultural competency, and clinical performance measures.

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BACKGROUND: Simulation is replacing clinical hours in prelicensure nursing programs, and students must be evaluated to ensure that the end-of-course outcomes are met. The purpose of this study was to identify what an average score (or cutoff score) for high-fidelity simulation is for successful and satisfactory completion of end-of-course outcomes in a medical-surgical nursing course using the Lasater Clinical Judgment Rubric. METHOD: A retrospective, descriptive, quantitative study was performed using a convenience sample of 143 RN diploma nursing students. Data were collected from 2013 to 2017. RESULTS: A cutoff score of 28 was identified indicating satisfactory and successful completion of end-of-course outcomes in a medical-surgical nursing course. CONCLUSION: Ensuring that students meet end-of-course outcomes and participating in simulated patient scenarios is essential in meeting board of nursing regulations. [J Nurs Educ. 2018;57(8):489-492.].

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BACKGROUND: A paucity of literature exists on use of the affective domain to improve adherence to pressure injury prevention. The purpose of this study was to assess the use of emphasizing the cognitive domain versus education based on combination of the affective and cognitive domains focusing on medical-surgical nurses' behavioral intent to use evidence-based practices to prevent pressure injury. METHOD: A cluster randomized, controlled design was used to compare differences between groups. Medical-surgical nurses in units with low performance in pressure ulcer prevention were studied. A total of 77 nurses participated. This study employed the theory of planned behavior. RESULTS: Attitudes toward pressure ulcer predicted behavioral intent. Nurses who experienced the affective domain education showed improvements over the control group for attitude and perceived behavioral control. CONCLUSION: Affective domain interventions have the potential to favorably impact nurses in valuing pressure ulcer prevention, despite any barriers. J Contin Educ Nurs. 2017;48(12):543-551.

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Component behaviors of emotional competence and nurse develop- ment of an action plan to demonstrate performance of these behaviors are examined. The critical impact of emotional compe- tence on professional role satisfaction and on success of an organi- zation is explored.

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Pediatric, cardiopulmonary arrest is a rare event outside intensive care units in children's hospitals. Medical-surgical RNs rarely are involved in code situations and are often uncomfortable in performing necessary tasks. We implemented a multi-disciplinary educational plan, coupled with in-situ high-fidelity simulation, aimed at improving medical-surgical, RN comfort levels during codes. 260 medical surgical RNs on 10 separate hospital units parficipated. Pre and post intervention surveys were collected and compared. Results revealed a significant increase in the proportion of RNs responding "very comfortable" in all categories. Education, coupled with in-situ high-fidelity simulation, is an effective tool to increase RN comfortable levels during codes.

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Nurses who understand contributing factors to insulin action and uncontrolled glucose and insulin action can assist in promoting optimal care. Common barriers to glucose control and current best practices in the acute care setting are reviewed.

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An interprofessional program was introduced to streamline the dis- charge process to occur earlier in the day, and to reduce the disruption in patient flow caused by overcrowding in departments dependent on the availability of medical-surgical beds.

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Beginning nursing students enter a rapidly moving and changing health care climate. Multiple stimulations can frighten and overwhelm the student's ability to find order of essential patient information. Students need to know how to collect, process, and manage important health data accurately and efficiently in the clinical setting. An integrative method for teaching nursing students to walk into the patient's room and construct a patterned sequence of focused assessments assists students in creating an organized plan for health assessment. The Mental Snapshots Method includes three components for health assessment: (a) sequential assessment steps of the patient; (b) color-coded visual images of the patient representing a bodily condition; and (c) focused assessment questions of primary health complaint(s) with a plan for nursing care. This mental snapshots strategy employs an information processing model of sensory, memory, and motor functioning, which enable students to maintain patient quality and safety.

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BACKGROUND: The nature of the clinical learning environment has a huge impact on student learning. For instance, research has supported the idea that a positive learning environment increases student learning. Therefore, the ability to gain information from the student perspective about the learning environment is essential to nursing education. METHOD: This article reviews qualitative research on nursing students' experiences of the clinical learning environment. The significance of the issue, the purpose of the integrative review, the methods used in the literature search, and the results of the review are presented. RESULTS: Seventeen studies from 12 countries are identified for review, and six common themes are discussed. An exhaustive literature review revealed that among the 17 articles evaluated, six themes were common. CONCLUSION: The findings indicate the need to continue quality improvement to advance clinical education.

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BACKGROUND: Evaluating the development of clinical judgment after high-fidelity simulation (HFS) scenarios is essential for nurse educators to ensure that prelicensure nursing students are meeting course and curriculum outcomes. METHOD: This qualitative, interpretive description study reviewed the reflective journals of 30 prelicensure nursing students who participated in four progressive HFS scenarios during a medical-surgical nursing course to determine their levels of clinical judgment, using Lasater's Clinical Judgment Rubric (LCJR). RESULTS: Within journal one, 172 comments were identified as either beginning or developing in clinical judgment, whereas 52 comments were identified as such within journal four. In journal one, 65 comments were identified as accomplished or exemplary in clinical judgment, whereas 170 comments were identified as such within journal four. CONCLUSION: This study indicated that evaluating reflective journals using the LCJR is an effective method for ensuring that course and curriculum outcomes are met after prelicensure nursing students participate in HFS scenarios.

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OBJECTIVE: To evaluate the effectiveness of an educational intervention on malignant hyperthermia with operating room nurses. METHOD: A quasi-experimental study, aimed at an educational intervention of short duration with the nursing staff in the operating room of the institution hosting the research in the city of São Paulo, with the participation of 96 professionals. Pre-intervention tests and post-intervention tests were applied, which consisted of a lecture followed by simulation. RESULTS: Considering the overall results of the intervention, there was a statistically significant difference (p<0.00). After the educational intervention, there was an increase of the minimum and maximum scores, and average growth of 2.64 points in the knowledge of professionals when compared to the previous step. CONCLUSION: The educational intervention strategy favors the concept of the content developed by everyone involved and qualifies professionals to work safely.

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OBJECTIVE To evaluate the effectiveness of an educational intervention on malignant hyperthermia with operating room nurses. METHOD A quasi-experimental study, aimed at an educational intervention of short duration with the nursing staff in the operating room of the institution hosting the research in the city of São Paulo, with the participation of 96 professionals. Pre-intervention tests and post-intervention tests were applied, which consisted of a lecture followed by simulation. RESULTS Considering the overall results of the intervention, there was a statistically significant difference (p<0.00). After the educational intervention, there was an increase of the minimum and maximum scores, and average growth of 2.64 points in the knowledge of professionals when compared to the previous step. CONCLUSION The educational intervention strategy favors the concept of the content developed by everyone involved and qualifies professionals to work safely. .

OBJETIVO Evaluar la efectividad de una intervención educativa acerca de la hipertermia maligna con profesionales de enfermería del quirófano. MÉTODO Estudio casi experimental, volcado a una intervención educativa de corta duración con el equipo de enfermería del quirófano de la institución sede de la investigación, ubicada en la ciudad de São Paulo, con la participación de 96 profesionales. Se aplicaron pre y post prueba a la intervención, que consistió en clase expositiva seguida de simulación. RESULTADOS Considerándose los resultados globales de la intervención, hubo diferencia estadística significativa (p<0,00). Después de la intervención educativa, se observó un incremento de los puntajes mínimo y máximo, así como promedio de crecimiento de 2,64 puntos en el conocimiento de los profesionales cuando comparado a la etapa anterior. CONCLUSIÓN La estrategia de intervención educativa favorece la abstracción del contenido desarrollado por todos los involucrados y cualifica a los profesionales para actuar con seguridad. .

OBJETIVO Avaliar a efetividade de uma intervenção educativa sobre a hipertermia maligna com profissionais de enfermagem do centro cirúrgico. MÉTODO Estudo quase-experimental, voltado a uma intervenção educativa de curta duração com a equipe de enfermagem do centro cirúrgico da instituição-sede da pesquisa, situada na cidade de São Paulo, com a participação de 96 profissionais. Foram aplicados pré e pós-teste à intervenção, que consistiu em aula expositiva seguida de simulação. RESULTADOS Considerando-se os resultados globais da intervenção, houve diferença estatística significativa (p<0,00). Após a intervenção educativa, observou-se um incremento das pontuações mínima e máxima, bem como média de crescimento de 2,64 pontos no conhecimento dos profissionais quando comparado à etapa anterior. CONCLUSÃO A estratégia de intervenção educativa favorece a abstração do conteúdo desenvolvido por todos os envolvidos e qualifica os profissionais para atuar com segurança. .

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Higher patient acuities and more novice nurses on medical-surgical units have Educators focused on achieving positive outcomes with changes in patient condition. An educational program was developed to enhance nurses' knowledge, skill, and confidence in assessing hemodynamics, recognizing early signs of instability, and administering vasoactive medications. The program was successful with significant knowledge improvement as well as an increased use of the Medical Emergency Team while maintaining a low number of code calls.

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Nursing certification is recognized as advanced competency and knowledge beyond basic preparation, thus empowering nurses to contribute to improved outcomes by demonstrating expertise in their specialties. It has been recognized that nurses do not seek certification because of identified barriers. Through a structured Certification Achievement Program that reduced barriers, a cohort of nurses was able to achieve certification in medical-surgical nursing.

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