scholarly journals Mapping Trends and Hot-spots of Virtual Simulation Research in Nursing: A Bibliometric Analysis

2021 ◽  
Author(s):  
Qian Zhang ◽  
Jia Chen ◽  
Jing Liu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Hot Spots ◽  
Objective Assessment ◽  
Virtual Simulation ◽  
Knowledge Network ◽  
Virtual Patients ◽  
Clinical Simulation ◽  
The Usa ◽  
Number Of Publications

Abstract Background: Virtual simulation has been widely used in nursing education and nursing training. This study aims to characterize the publications in terms of countries, institutions, journals, authors, collaboration relationships, and analyze the trends of virtual simulation in nursing research.Methods: Publications regarding virtual simulation in nursing were retrieved from Web of Science core collection. Microsoft Excel 2010, VOSviewer were used to characterize the contributions of the authors, journals, institutions, and countries. The trends, hot-spots and knowledge network were analyzed by Citespace and VOSviewer.Results: We identified 611 papers between 1999 and 2021. The number of publications grew slowly until 2019, after that, it got a sharp increase in 2020 and 2021. The USA, Canada and Australia were three key contributors to this field. Centennial College, University of Ottawa, and Ryerson University were three major institutions with a larger number of publications. Verkuyl M was the most productive and highest cited author. Clinical Simulation in Nursing, Nurse Education Today, Journal of Nursing Education were the three productive journals. "virtual patients," "nursing students," "clinical simulation," and "communication skills" were the frontier topics in recent years.Conclusion: Using the Virtual patients to train nursing students, developing more reliable and objective assessment methods to validate learning outcomes might be the recent and future hot-topics.

scholarly journals Mapping Trends and Hot-spots of Virtual Simulation Research in Nursing: a Bibliometric Analysis

2021 ◽  
Author(s):  
Qian Zhang ◽  
Jia Chen ◽  
Jing Liu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Hot Spots ◽  
Objective Assessment ◽  
Virtual Simulation ◽  
Virtual Patients ◽  
Simulation Research ◽  
Clinical Simulation ◽  
The Usa ◽  
Number Of Publications

Abstract Background: Virtual simulation has been widely used in nursing education and nursing training. This study aims to characterize publications in terms of countries, institutions, journals, authors, and collaboration relationships, and analyze the trends and hot-spots of virtual simulation in nursing.Methods: Publications concerning virtual simulation in nursing were retrieved from Web of Science. Microsoft Excel 2010, VOSviewer, and Citespace were used to analyze the characteristics of this field. Results: We identified 611 papers between 1999 and 2021. The number of publications grew slowly until 2019, and got a sharp increase in 2020 and 2021. The USA, Canada and Australia were three key contributors to this field. Centennial College, University of Ottawa, and Ryerson University were three major institutions with a larger number of publications. Verkuyl M was the most productive and highest cited author. Clinical Simulation in Nursing, Nurse Education Today, Journal of Nursing Education were the three productive journals. "virtual patients," "nursing students," "clinical simulation," and "communication skills" were the frontier topics in recent years.Conclusion: Virtual patients simulated more clinical situations to train nursing students, developing more reliable and objective assessment methods to validate learning outcomes might be the recent and future hot-topics.

Virtual Simulations: A Creative, Evidence-Based Approach to Develop and Educate Nurses

2017 ◽  
Vol 23 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Nancyruth Leibold ◽  
Laura Schwarz
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Staff Development ◽  
Virtual Worlds ◽  
Virtual Simulation ◽  
Virtual Patients ◽  
Theoretical Frameworks ◽  
Innovative Strategy ◽  
Virtual Simulations ◽  
High Order Thinking

The use of virtual simulations in nursing is an innovative strategy that is increasing in application. There are several terms related to virtual simulation; although some are used interchangeably, the meanings are not the same. This article presents examples of virtual simulation, virtual worlds, and virtual patients in continuing education, staff development, and academic nursing education. Virtual simulations in nursing use technology to provide safe, as realistic as possible clinical practice for nurses and nursing students. Virtual simulations are useful for learning new skills; practicing a skill that puts content, high-order thinking, and psychomotor elements together; skill competency learning; and assessment for low-volume, high-risk skills. The purpose of this article is to describe the related terms, examples, uses, theoretical frameworks, challenges, and evidence related to virtual simulations in nursing.

scholarly journals Global research activity on antimicrobial resistance in food-producing animals

2021 ◽  
Vol 79 (1) ◽  
Author(s):  
Waleed M. Sweileh
Keyword(s):  
Antimicrobial Resistance ◽  
Hot Spots ◽  
One Health ◽  
Research Collaboration ◽  
Search Query ◽  
Scientific Publications ◽  
Research Theme ◽  
The Usa ◽  
Number Of Publications ◽  
Number Of Citations

Abstract Background Antimicrobial resistance (AMR) is a global challenge that requires a “One Health” approach to achieve better public health outcomes for people, animals, and the environment. Numerous bibliometric studies were published on AMR in humans. However, none was published in food-producing animals. The current study aimed at assessing and analyzing scientific publications on AMR in food-producing animals. Method A validated search query was developed and entered in Scopus advanced search function to retrieve and quantitatively analyze relevant documents. Bibliometric indicators and mapping were presented. The study period was from 2000 to 2019. Results The search query retrieved 2852 documents. During the period from 2015 to 2019, approximately 48% of the retrieved documents were published. The article about the discovery of plasmid-mediated colistin resistance in pigs received the highest number of citations (n = 1970). The Journal of Food Protection (n = 123; 4.3%) ranked first in the number of publications while the Applied and Environmental Microbiology journal ranked first in the number of citations per document. The USA led with 576 (20.2%) documents followed by China (n = 375; 13.1%). When the number of publications was standardized by income and population size, India (n = 51.5) ranked first followed by China (n = 38.3) and Brazil (n = 13.4). The growth of publications from China exceeded that of the USA in the last 3 years of the study period. Research collaboration in this field was inadequate. Mapping author keywords showed that E. coli, Salmonella, poultry, Campylobacter, chicken, cattle, and resistant genes were most frequent. The retrieved documents existed in five research themes. The largest research theme was about AMR in Salmonella in food-producing animals. The most recent research theme was about the dissemination and molecular transfer of AMR genes into the environment and among different bacterial strains. Conclusion Hot spots of research on AMR in food-producing animals match the world regions of reported hot spots of AMR in animals. Research collaboration in this field is of great importance, especially with low- and middle-income countries. Data on AMR need to be collected nationally and internationally to implement the “One Health” approach in the fight against AMR.

The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Kristin Petrovic ◽  
Emily Doyle ◽  
Annette Lane ◽  
Lynn Corcoran
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Registered Nurses ◽  
The United States ◽  
National Council ◽  
National Council Licensure Examination ◽  
Institutional Organization ◽  
The Usa ◽  
Computer Based ◽  
Exam Result

AbstractThe licensing exam for registered nurses in Canada has recently been changed from a Canadian developed, owned and delivered exam to the National Council Licensure Examination for Registered Nurses (NCLEX-RN) which originates from the United States. Rationale for this exam change focused on transitioning to a computer-based exam that has increased writing dates, with increased security, validated psychometrics, increased exam result delivery, and an anticipated decrease in expense to students. Concerns have arisen around the acceptance, implementation and delivery of this exam to Canadian nursing students that reflects the broad Canadian landscape of education and nursing practice. The experience of a Canadian nurse educator in working to facilitate students’ transition to this exam is addressed using an institutional ethnographic lens. Finally, we come to conclusions about the importance of countries utilizing licensing exams that reflect their nursing education and practice

scholarly journals Differences in Clinical Simulation with Audiovisual and Practicum-based Standard Operating Procedures in Nursing Student Competencies

Jurnal NERS ◽  
2019 ◽  
Vol 14 (2) ◽  
pp. 161
Author(s):  
Hendri Palupi ◽  
Kusnanto Kusnanto ◽  
Slamet Riyadi Yuwono
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Visual Media ◽  
Standard Operating Procedures ◽  
Control Group ◽  
Competency Assessment ◽  
Clinical Simulation ◽  
Standard Operating ◽  
Clinical Simulations ◽  
Student Competencies

Introduction: The biggest challenge in nursing education is to produce nurses who are professional and competent. Effective and efficient learning through appropriate methods and media is very important. Practical learning based on standard operating procedures (SOP) has been widely applied, but clinical simulation approaches with audio-visual media have not been scientifically proven. The purpose of this study is to compare student competencies through clinical simulation learning with audio-visual media and practicums based on SOP.Methods: This was a quasi-experimental study with a pretest-posttest control group design. The sample consisted of 40 students recruited using simple random sampling and then divided into 2 groups: 20 respondents were given clinical simulation methods using audio-visual materials and 20 respondents were given practicum based on SOP. The independent variables were clinical simulation with audio-visual media and practicum based on standard operating procedures. The dependent variable was student competency, assessed using competency assessment including cognitive, affective, and psychomotor methods. Data analysis was conducted using the Wilcoxon test.Results: The use of clinical simulations with audio-visual media and practicum based on SOP can increase the value of competency in nursing students, but the median value on the use of clinical simulations using audio-visual sources is higher than practicum based on SOP.Conclusion: Clinical simulations with audio-visual media can be recommended as effective learning methods and media for nursing students.

scholarly journals Debriefing of virtual patient encounters: Systematic collection of nursing students clinical reasoning activities

2015 ◽  
Author(s):  
Carina Georg ◽  
Elisabet Welin Henriksson ◽  
Maria Jirwe ◽  
Johanna Ulfvarson ◽  
Nabil Zary
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Clinical Judgment ◽  
Virtual Patient ◽  
Learning Activity ◽  
Virtual Patients ◽  
Feed Forward ◽  
Undergraduate Nursing ◽  
Starting Point

Background. Studies have shown that nursing students have challenges in translating and applying their theoretical knowledge in a clinical context. Virtual patients (VPs) have been proposed as an adequate learning and assessment activity to improve clinical reasoning. Although feedback and debriefing are essential aspects to foster learning in medical simulation, few studies have explored systematic and theory anchored ways of supporting feed forward and debriefing based on student activity collected in a systematic manner. Objective. The aim of this study was to develop a systematic approach for collecting the nursing students’ clinical reasoning artifacts as they encounter virtual patients. Method. The Outcome-Present-State-Test (OPT) model for clinical reasoning was used as the starting point since it is an internationally common model used by faculty to plan for and design learning activities in nursing education (Pesut & Herman, 1999). Two virtual patients were developed using the virtual patient nursing design model vpNDM (Georg &Zary, 2014). Nighty-five participants from undergraduate nursing education encountered the VPs and the intervention was composed of the exploration of methods for tracking and collecting the participants’ clinical reasoning artifacts. Results. An instrument to collect the students’ clinical reasoning was developed. Artifacts are collected during the whole virtual patient encounter. The aspects collected are related to clinical judgment, nursing action, outcome and present states, cue logic and the client in context. The empirical demonstrated that the instrument was able to collect and expose quantitative and qualitative aspects of the students’ clinical reasoning. Conclusions. A method to systematically collect aspects of clinical reasoning during a virtual patient driven learning activity would allow purposeful feed forward and provide the necessary information for constructive debriefing sessions.

scholarly journals Debriefing of virtual patient encounters: Systematic collection of nursing students clinical reasoning activities

2015 ◽  
Author(s):  
Carina Georg ◽  
Elisabet Welin Henriksson ◽  
Maria Jirwe ◽  
Johanna Ulfvarson ◽  
Nabil Zary
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Clinical Judgment ◽  
Virtual Patient ◽  
Learning Activity ◽  
Virtual Patients ◽  
Feed Forward ◽  
Undergraduate Nursing ◽  
Starting Point

Background. Studies have shown that nursing students have challenges in translating and applying their theoretical knowledge in a clinical context. Virtual patients (VPs) have been proposed as an adequate learning and assessment activity to improve clinical reasoning. Although feedback and debriefing are essential aspects to foster learning in medical simulation, few studies have explored systematic and theory anchored ways of supporting feed forward and debriefing based on student activity collected in a systematic manner. Objective. The aim of this study was to develop a systematic approach for collecting the nursing students’ clinical reasoning artifacts as they encounter virtual patients. Method. The Outcome-Present-State-Test (OPT) model for clinical reasoning was used as the starting point since it is an internationally common model used by faculty to plan for and design learning activities in nursing education (Pesut & Herman, 1999). Two virtual patients were developed using the virtual patient nursing design model vpNDM (Georg &Zary, 2014). Nighty-five participants from undergraduate nursing education encountered the VPs and the intervention was composed of the exploration of methods for tracking and collecting the participants’ clinical reasoning artifacts. Results. An instrument to collect the students’ clinical reasoning was developed. Artifacts are collected during the whole virtual patient encounter. The aspects collected are related to clinical judgment, nursing action, outcome and present states, cue logic and the client in context. The empirical demonstrated that the instrument was able to collect and expose quantitative and qualitative aspects of the students’ clinical reasoning. Conclusions. A method to systematically collect aspects of clinical reasoning during a virtual patient driven learning activity would allow purposeful feed forward and provide the necessary information for constructive debriefing sessions.

scholarly journals Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
José Miguel Padilha ◽  
Paulo Puga Machado ◽  
Ana Ribeiro ◽  
José Ramos ◽  
Patrício Costa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Controlled Trial ◽  
Knowledge Retention ◽  
Virtual Simulation ◽  
Case Based Learning ◽  
Experimental Group

BACKGROUND In the field of health care, knowledge and clinical reasoning are key with regard to quality and confidence in decision making. The development of knowledge and clinical reasoning is influenced not only by students’ intrinsic factors but also by extrinsic factors such as satisfaction with taught content, pedagogic resources and pedagogic methods, and the nature of the objectives and challenges proposed. Nowadays, professors play the role of learning facilitators rather than simple “lecturers” and face students as active learners who are capable of attributing individual meanings to their personal goals, challenges, and experiences to build their own knowledge over time. Innovations in health simulation technologies have led to clinical virtual simulation. Clinical virtual simulation is the recreation of reality depicted on a computer screen and involves real people operating simulated systems. It is a type of simulation that places people in a central role through their exercising of motor control skills, decision skills, and communication skills using virtual patients in a variety of clinical settings. Clinical virtual simulation can provide a pedagogical strategy and can act as a facilitator of knowledge retention, clinical reasoning, improved satisfaction with learning, and finally, improved self-efficacy. However, little is known about its effectiveness with regard to satisfaction, self-efficacy, knowledge retention, and clinical reasoning. OBJECTIVE This study aimed to evaluate the effect of clinical virtual simulation with regard to knowledge retention, clinical reasoning, self-efficacy, and satisfaction with the learning experience among nursing students. METHODS A randomized controlled trial with a pretest and 2 posttests was carried out with Portuguese nursing students (N=42). The participants, split into 2 groups, had a lesson with the same objectives and timing. The experimental group (n=21) used a case-based learning approach, with clinical virtual simulator as a resource, whereas the control group (n=21) used the same case-based learning approach, with recourse to a low-fidelity simulator and a realistic environment. The classes were conducted by the usual course lecturers. We assessed knowledge and clinical reasoning before the intervention, after the intervention, and 2 months later, with a true or false and multiple-choice knowledge test. The students’ levels of learning satisfaction and self-efficacy were assessed with a Likert scale after the intervention. RESULTS The experimental group made more significant improvements in knowledge after the intervention (P=.001; d=1.13) and 2 months later (P=.02; d=0.75), and it also showed higher levels of learning satisfaction (P<.001; d=1.33). We did not find statistical differences in self-efficacy perceptions (P=.9; d=0.054). CONCLUSIONS The introduction of clinical virtual simulation in nursing education has the potential to improve knowledge retention and clinical reasoning in an initial stage and over time, and it increases the satisfaction with the learning experience among nursing students.

Nursing Students’ Perceived Self-Efficacy and the Generation of Medication Errors with the Use of an Electronic Medication Administration Record (eMAR) in Clinical Simulation

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Ryan Chan ◽  
Richard Booth ◽  
Gillian Strudwick ◽  
Barbara Sinclair
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Medication Errors ◽  
Self Efficacy ◽  
Well Being ◽  
Medication Administration ◽  
Safe Medication ◽  
Clinical Simulation ◽  
Low Levels ◽  
Electronic Medication Administration

AbstractMedication errors continue to be a significant issue, posing substantial threats to the safety and well-being of patients. Through Bandura’s theory of self-efficacy, nursing students’ self-efficacy (confidence) related to medication administration was examined to investigate its influence on the generation of medication errors with the use of an Electronic Medication Administration Record (eMAR) in clinical simulation. This study examined the generation of medication errors and the differences that may exist based on nursing students’ perceived confidence. The findings of this study demonstrated that nursing students continue to generate medication errors within clinical simulation. No differences in the generation of medication errors were found between nursing students with perceived high levels of confidence and those with perceived low levels of confidence (one exception noted). Further examination of the variables and contextual factors related to safe medication administration practices is required to inform nursing education and practice.

scholarly journals The use of virtual patient in teaching clinical practice skills to nursing students

2019 ◽  
Vol 16 (4) ◽  
pp. 907-915
Author(s):  
Gül Şahin ◽  
Tülay Başak
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Real Life ◽  
Virtual Patient ◽  
English Summary ◽  
Virtual Patients ◽  
Clinical Scenarios

Virtual patients are used as training method to gain professional competencies in nursing education. Virtual patients are real-life interactive computer-based clinical scenarios where students can learn appropriate information and practices to plan and manage patient care, and can be used for health care, training, or evaluation. Virtual patient technology that provides skill in a risk-free environment provides real-time feedback on student activity that can affect decision-making when they contact with the patient. If included in the curriculum appropriately; virtual patient technology can help the student develop numerous skills such as clinical assessment, patient interaction, critical thinking, therapeutic approach and adaptation to a changing environment. It helps students to overcome the limits of clinical practice, develop coping skills, support critical thinking, develop decision-making skills, and quickly adapt to clinical settings. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Sanal hastalar, hemşirelik eğitiminde mesleki yeterlikleri kazanmak için eğitim yöntemi olarak kullanılmaktadır. Öğrencilerin hasta bakımını planlamak ve yönetmek için uygun bilgi ve uygulamaları öğrenebilecekleri, sağlık bakımı, eğitim veya değerlendirme amacıyla kullanılabilen gerçek yaşamla etkileşimli bilgisayar tabanlı klinik senaryolardır. Risksiz bir ortamda beceri kazandıran sanal hasta teknolojisi, hasta ile temasa geçtiğinde karar vermeyi etkileyebilecek öğrenci etkinliği hakkında gerçek zamanlı geribildirim sağlar. Müfredata uygun bir şekilde dahil edilirse; sanal hasta teknolojisi öğrenciye klinik değerlendirme, hasta etkileşimi, eleştirel düşünme, terapötik yaklaşım ve değişen bir ortama uyum sağlama gibi çok sayıda becerinin geliştirilmesine yardımcı olabilir. Öğrencilerin klinik uygulamaların sınırlarını aşmalarına, baş etme becerilerini geliştirmelerine, eleştirel düşünceyi desteklemelerine, karar verme becerilerini geliştirmelerine ve klinik ortamlara hızlı bir şekilde adapte olmalarına yardımcı olmaktadır.

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