bluuebunny/crossref_metadata_2025_split huggingface dataset:
Using online simulation to prepare mental health nursing students for practice
Authors: Rolfe Ursula , Lacey Andrea , Ortega-Vega Marta , Bignell Anita , Saunders Aleks 
Published: November 2022

Demand for mental health nursing staff is rising with a drop-in staff of 8% in the last 10 years [1]. Preparing the future NHS healthcare workforce is therefore a vital component of educational delivery for Higher Education Institutions [2]. With funding Health Education England, the aim of this pilot project was to evaluate whether an online simulated learning programme helped students feel more prepared for their final placement in practice before qualifying.
19 final year mental health nursing students participated in a one-day online simulated learning environment programme which focused on difficult conversations and complex communication scenarios, in partnership with an external organisation. It focused on introducing a bespoke context to develop clinically relevant skills, knowledge, and experience, complementing the range of clinical placements opportunities required by the nurses training curriculum. They were then asked to complete the Human Factor Skills for Healthcare Instrument [3].
Participants showed a 7% increase in confidence in Human Factors Skills measured by the Human Factors Skills for Healthcare Instrument from their pre-course (M=93.54) and post-course (M=102.27) scores. Participants also showed a 9% increase in scores in the course specific questions relating to the learning objectives from their pre-course (M=50.86) and post-course (M=57.15) scores. We were unable to conduct paired samples t-tests due to the limited number of participants completing both the pre- and post-evaluation survey. Lastly, 100% of participants responded that they would recommend this course to others.
The course is a novel and innovative training method for providing clinical experience to undergraduate nursing students to develop relevant skills and knowledge that complement their placements. The findings demonstrate that participants achieved a variety of learning outcomes including improved confidence in human factors skills and improved confidence across the learning objectives, covering de-escalation skills, working in a multidisciplinary team, identifying mental illness presentation, handover, and referral among other skills. This raft of benefits following training are likely to have a positive impact on interactions with service users or those experiencing mental illness, although further research into this impact would be of great interest.
1. Royal College of Nursing (2022) ‘There is no quick solution to the nurse staffing crisis’.
2. Topal review: NHS (Feb 2019) Preparing the healthcare workforce to deliver the digital future.
3. Reedy G, Lavelle M, Simpson T, Anderson J. Development of the Human Factors Skills for Healthcare Instrument: a valid and reliable tool for assessing interprofessional learning across healthcare practice settings. BMJ Simulation and Technology Enhanced Learning. 2017;3(4):135–141.
The lived experiences of educators involved in medical education simulation
Authors: Davis Sarah 
Published: November 2022

Simulation has been part of medical education for many years. It has evolved and advanced alongside training needs and practice. Although student experiences within simulation have been well documented, educators’ experiences are lacking in the literature. Most of the literature around this topic relates to educators learning experiences, the development and planning of simulation in general, and faculty development [1,2]. Consequently, this gap in the literature forms the basis of this study.
A qualitative phenomenological approach of Interpretive Phenomenological Analysis (IPA) was adopted for this study. This was so that the lived experiences of educators involved in a simulation day for final year medical students could be analysed and interpreted. Ethical Committee Approval was obtained, and 6 educators involved in this day were interviewed using semi-structured interviews. The transcripts were then analysed for themes and interpreted.
Analysis of the interview transcripts identified four main themes. Journey into simulation, which focused on passion for simulation and training needs; what simulation means, which included topics around fidelity and debriefing; developing in simulation, which described personal and faculty development, imposter syndrome, and technology; and the culture of simulation, of which teamwork, hierarchy, and the wider community featured.
The lived experiences and themes presented carry with them the processes that facilitate the growth and development of our medical simulation educators, as well as some of the barriers and stressors. These facilitators include passion, apprenticeship and immersive experiences, teamwork, and reflection, with barriers and stressors being technology, developing debriefing skills, and imposter syndrome. Implications for practice include recognising and making time for formal and informal reflection as a team, understanding the role workplace learning has in faculty development and debriefing, ensuring faculty understand the objectives of each simulation-based activity, and developing coaching and mentoring opportunities to explore feeling around imposter syndrome and hierarchy.
1. Dieckmann P, Birkvad Rasmussen M, Issenberg SB, Søreide E, Østergaard D, Ringsted C. Long-term experiences of being a simulation-educator: a multinational interview study. Medical teacher. 2018;40(7):713–20.
2. Gordon M, Patricio M, Horne L, Muston A, Alston SR, Pammi M, Thammasitboon S, Park S, Pawlikowska T, Rees EL, Doyle AJ. Developments in medical education in response to the COVID-19 pandemic: a rapid BEME systematic review: BEME Guide No. 63. Medical teacher. 2020;42(11):1202–15.
In-situ simulation: educational tool and a clinical system test
Authors: Henwood Matthew , Cox Andrea , Paramsothy Remi , Barron James 
Published: November 2022

Simulation-based clinical systems testing (SbCST) is a process that allows clinicians and hospital stakeholders to evaluate work carried out in new environments. Unlike work-as-imagined, SbCST takes into account the complex interactions resulting from human performance limitations [1]. These factors can result in errors that may even lead to patient harm [2]. Therefore, we used SbCST to evaluate a newly built children’s emergency department with the aim of identifying latent errors and implementing changes to minimise the risk of their occurrence, whilst also ensuring that the simulation experience was an independently valuable educational opportunity.
Scenarios were created according to two criteria. Firstly, that they tested at least one specific environmental issue and secondly, that they focused on topics that the paediatric and Accident and Emergency departments felt would be educationally valuable to the participants. Once created, these scenarios were then carried out as un-announced in-situ simulations during the first 8-weeks of departmental opening. The participants were instructed to treat the scenarios as real, including the manner in which they called for help. Any equipment required came from the department and if single use, it was exchanged for training equipment. The participants then undertook a hot debriefing before feedback was gathered about both the educational value of the scenarios as well as any issues identified within the new department.
In total there were 38 multidisciplinary participants including nurses, operating department practitioners, and doctors from 6 different specialties. The feedback from the sessions was positive with an average ranking of >4 out of 5 in 8 out of the 9 measured domains, including; realism, enhancement of knowledge, and usefulness of in-situ simulation in a new environment. We also identified greater than 50 problems spanning all 5 of the categories from the ‘SHEEP’ model [3]. Approximately 60% of issues were resolved within the 8 weeks, whilst the remaining are on the risk register and awaiting review at a stakeholder level.
In-situ simulation is an excellent mechanism for carrying out clinical systems testing of new environments due to the fact that it simulates realistic events which are prone to the same errors as the real events, without the risk of patient harm. Once the source of an error is exposed the debriefing can help to identify methods to minimise the risk of future reoccurrences. At the same time, with appropriate planning, the scenarios can also provide an opportunity to deliver multidisciplinary training.
1. Colman N, Doughty C, Arnold J, Stone K, Reid J, Dalpiaz A, Hebbar KB. Simulation-based clinical systems testing for healthcare spaces: from intake through implementation. Advances in Simulation. 2019;4(1):1–9.
2. Reason J. Human error: models and management. Br Med J. 2000;320:768–770.
3. Rosenorn-Lanng D. Human factors in healthcare: level one. Oxford: Oxford university press. 2014.
The importance of simulation technicians’ involvement in educators’ conferences and educational events
Authors: Koniuszaniec Katarzyna , Howie Lyz 
Published: November 2022

Simulation technicians are a vital part of simulation teams and facilitating simulation sessions. Additionally, they help to materialize the educators’ vision [1]. There is a gap between what educators expect from technicians and how well technical staff perform based on the instructions given. To support simulation-based education understanding of the educational philosophy underpinning simulation processes used by educators would improve and enhance the abilities of the technician. A survey-based review recommended exploring opportunities that simulation technicians have and to create more opportunities for technicians to get involved [2]. Not having sufficient knowledge and understanding can impact on the overall preparation and requirements from the technician. Full understanding between instructional and educational principles will close the gap and allow simulation technicians to have a deeper role and active part of simulation-based education. This allows simulation technicians to go beyond the technical skills and technical terminology especially for those whose background is non-clinical. The overall aim is to explore what opportunities simulation technicians have to participate in educational simulation events to enhance their knowledge, skills, and effectiveness of their role.
Interestingly the Society in Europe for Simulation Applied to Medicine (SESAM) 2022 conference was attended by 607 delegates from 51 countries with only 36 simulation technicians attending. This meant that only 6% of the delegates were Simulation Technicians compared to other professionals, which is a small number. This data was never previously collected by SESAM so we do not know if this number has changed over the years [3].
The study is presently being submitted for ethical approval. It is the expectation that the data will be collected and analysed upon receiving the ethical approval.
We will gain new understanding from the technicians’ perspective on the attendance at simulation-based educational events from the Simulation Technicians network across the United Kingdom. It will help us identify how often simulation technicians attend and what benefits there were to this continual professional development opportunity. Simulation technicians should have more opportunities to participate in conferences and educational events. This will close the technicians-educators’ educational gap and allow them to have a more meaningful part within the simulation community, resulting in more equity, parity, and diversity.
1. Bailey R, Taylor R, FitzGerald M, Kerrey B, LeMaster T, Geis G. Defining the Simulation Technician Role. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. 2015;10(5):283–287.
2. Nicklin J. Review of Clinical Skills and Simulation Technicians/Technologists in the UK: Results of a Survey-Based Study. Aspih.org.uk. 2016.
3. SESAM personal communication by email 27/06/2022
Meaningful simulation: service user and academic collaboration supporting physiotherapy students with healthy conversations
Authors: Drummond Helena 
Published: November 2022

Lifestyle factors are a significant cause of mortality and morbidity in England [1]. Physiotherapists are well placed to help people to make healthy lifestyle choices, however junior physiotherapists do not feel well equipped to have these conversations [2]. An innovative teaching session was carried out with physiotherapy students to 1) increase their confidence in addressing lifestyle choices and 2) equip them with communication skills to decrease fear of these difficult conversations. The session was grounded in the theory of motivational interviewing [3].
Teaching staff created role play scenarios. These were reviewed by service users for authenticity. The scenarios included a teenager with cystic fibrosis who was not compliant with chest clearance exercises and a person suffering falls secondary to alcohol misuse. The final scenario involved a discussion about smoking with a person recently diagnosed with a chronic lung condition and their partner. In a face-to-face immersive fishbowl setting, students took part in the scenarios with experienced actors as service users. The session was collaborative, where students could ‘time out’ to seek guidance from their peers. The actors adapted their communication depending on how they felt in the conversation. After each scenario the actors provided feedback from the service user perspective.
There was excellent engagement in the session. Students found the final scenario the most challenging as they struggled to gain a rapport with the patient actor due to the partner frequently interrupting. The cohort expressed different ideas of how to manage this situation. Feedback from the actors helped the students to consider the perspective of the partner and how their interference was due to worry. Pre- and post-session data on a five-point Likert scale demonstrated improved knowledge of motivational interviewing and improved confidence to have lifestyle change conversations (
Likert scores to the pre- and post-motivational interviewing simulation training
The immersive simulation experience motivated and empowered the physiotherapy students to talk about lifestyle change with service users. The participative forum felt ‘real’ and students left the session better equipped to have lifestyle change conversations with service users. This should help to create future physiotherapists who can help people to live healthy lives.
1. Office for National Statistics. What is happening to life expectancy in England? England: The King’s Fund; 2022.
2. Walkenden S, Walker KM. Perceptions of physiotherapists about their role in health promotion at an acute hospital: a qualitative study. Physiotherapy. 2015;101(2):226–231
3. Rollnick S, Miller WR, Butler CC. Motivational Interviewing in Health Care. London: The Guildford Press, 2008.
Exploding silos: hacks in creating national simulation networks
Authors: Oliver Nathan , Marks Kirsty , Connolly Siobhan , Meldrum Ashley 
Published: November 2022

Silos of work are a reality in virtually every large organisation and invariably create duplicated workloads, inefficiencies, and in some cases a sense of ‘tribalism’ which risks the integrity and effectiveness of teams [1]. As simulation-based education gains traction and momentum as a teaching approach across Scotland and the UK, silos of work have emerged and risk the effectiveness and efficiency of programme delivery. Our aim was to create an effective simulation user network across the 14 Health Boards of Scotland to eliminate silos and create a collaboration of work across the country.
Thanks to an investment from NHS Education for Scotland (NES), insight from the NHS Scotland Academy, and the expertise of the Clinical Skills Managed Education Network (CSMEN), a team of regional Senior Educators were recruited to create a functional regional and national collaborative for simulation in Scotland. The story here is how the team have come together and the lessons learned in networking, negotiating, and establishing a new and growing sense of collegiately across the country. Starting in the East of Scotland, a questionnaire was designed and delivered across simulation teams and stakeholders across four Health Boards. The data collected was used to feed discussion at an East Scotland Simulation Collaborative scoping meeting which was attended by representatives of all four Health Boards and included medics, nurses, physiotherapists, and pharmacist teams delivering simulation to both undergraduate and postgraduate teams.
An East Scotland Simulation Collaborative has been formally established with its inaugural meeting in Autumn 2023. An online space has been established to promote communication and the sharing of resources, and both a quarterly meeting and annual faculty development day designed for the group. Discussions are now ongoing for the development of an East Scotland Simulation Research group to develop new opportunities to conduct multisite studies for the first time. From a national perspective, North and West Scotland Simulation Collaborative groups are now in their formation stages.
Like weeds in a garden, silos of work will grow all by itself. Like roses in a garden, an effective network takes both time and tending, but the investment pays dividends.
1. Beattie A. War and peace among the health tribes. 1995. In: Soothill K, Mackay L, Webb C (Eds). Interprofessional relations in health care. London: Edward Arnold.
Hubungan Pengetahuan, Sikap dan Tindakan Perawat Terhadap Penerapan Program Kesehatan Dan Keselamatan Kerja Di Rumah Sakit
Authors: Yanti Novi , Ningsih Erma Surya 
Published: November 2022

Penelitian ini bertujuan untuk mengetahui Hubungan Perilaku Perawat Dengan Penerapan Program Kesehatan Dan Keselamatan Kerja Di Ruang Penyakit Dalam Rawat Inap Wanita Rumah Sakit X Kota Batam. Jenis penelitian yang digunakan Kuantitatif Analitik dengan rancangan penelitian cross sectional. Jumlah sampel 35 responden dengan metode Total Sampling. Hasil penelitian didapatkan bahwa Pengetahuan Tidak memiliki hubungan dengan Penerapan Program Kesehatan dan Keselamatan Kerja (p = 0,553), Sikap memiliki hubungan yang signifikan (p = 0,006), Tindakan (p = 0,000) memiliki hubungan yang signifikan dengan Penerapan Program Kesehatan dan Keselamatan Kerja. Kesimpulan program kesehatan dan keselamatan kerja terlaksana di RS X kota batam karena Perawat memiliki sikap dan tindakan yang baik. Saran diharapkan Rumah Sakit X Kota Batam lebih mengembangkan sumber daya masyarakat nya dalam program K3, mengadakan pemeriksaan secara berkala terhadap petugas, membuat Standar Operasional Prosedur (SOP) serta memberikan pelatihan dan penyuluhan yang berkaitan dengan program K3. Sehingga program K3 dapat berjalan dengan baik
Reflective Practice of Occupational Health Nursing During Covid-19 Pandemic: A Document Review
Authors: Tukayo Isak Jurun Hans , Hardy Syaifoel , Afzal Ridha , Fahruddin Akhir , Korompis Martha Debora , Jaidah Mahmood Abdulrahman Al 
Published: November 2022

The Delta variant of Covid-19 is not yet completely extinct, the world is again shocked by of the new variant of Omicron, which have impact on the Occupational Health Nursing (OHN) practice. This study aims to analyze the reflection on the practice of OHN during the Covid-19 period and provide solution on the problems. This study used the document review method and PRISMA Analysis, supported by a quantitative descriptive design. The research was conducted through document search, keyword identification and article review from the Google Search Engine (n=169), Google Scholar (n=136), Research Gate (n=5), PubMed (n=10), Semantic Scholar (n= 80) and others (n=23), a total of 423 records. The three key words are reflective practice, occupational health nursing, and Covid-19. The supporting theory is Reflective Practice. The results of this study produced 8 documents that were worthy of review and 100% fulfilled the 6 key elements of OHN reflective practice, namely reflection, clinical situation or experience, promoting factors, hindering factors, and outcomes). This study recommended the need for a review of standard operating procedures of OHN related to continuing education, vaccines, safety, clinical aspects and the threat of shortage of OHNs in the midst of a pandemic.
Status Gizi Serta Hubungannya Dengan Kejadian Diare Pada Anak
Authors: Zakiya Faticha , Wijayanti Irfana Tri , Irnawati Yuli 
Published: November 2022

Diarrhea is a major cause of morbidity and mortality in children in developing countries. The main cause of death due to dehydration as a result of loss of fluids and electrolytes through the feces. Other important causes of death are dysentery, malnutrition and serious infections such as pneumonia. Based on the results of the preliminary study that has been carried out there are 20 mothers who have toddlers who visit the Work Area of ​​the Dukuhseti Health Center, Pati Regency, namely there are 8 respondents who have mothers who suffer from diarrhea due to food factors and the behavior of the children themselves with a weight of 2.1-13.6 kg (aged 1-5 years) and it was found that 12 respondents who had children under five stated that their children had not paid attention to their nutritional status or had poor nutrition with a weight of 1.7-11.7 kg (aged 1-5 years). The purpose of this study was to determine nutritional status with the incidence of diarrhea in children under five.
This type of research uses correlation analysis with a cross sectional approach. The population in this study were all children under five who visited during January-March 2020 as many as 673 toddlers. The samples taken were 67 toddlers. The sampling technique used is Random Sampling (randomly). Result of research : Respondents whose nutritional status is less affected by diarrhea are 26 toddlers (38.8%) and 10 toddlers (14.9%). Meanwhile, 2 (3.0%) respondents with poor nutritional status had diarrhea and 0 (0.0%). The results of the chi square test obtained count 17.030 > table 5.9915 and p value 0.001 <0.05. It can be concluded that Ho is rejected and Ha is accepted which means that there is a significant relationship between nutritional status and the incidence of diarrhea in children under five.
Special training of highway cyclists considering energy metabolism types
Authors: Bakayev Vladislav , Bolotin Alexander 
Published: November 2022

The competitive activity of racers on the highway makes high demands on the level of their physical fitness, since the competition can be held in the form of a multi-day race. The training of road racers is based on the development of physical qualities, among which the most important for them are different types of endurance. The development of these qualities is possible only with a purposeful impact on their physiological systems and, in particular, on the mechanisms of energy supply of muscle activity.
The analysis of the literature showed that in most of the works devoted to the preparation of racers on the highway, there is no necessary scientific information characterizing the features of the energy supply of their muscular activity during preparation for multi-day races. This greatly limits the possibilities for differentiating the means and methods of developing different types of endurance in the process of training. The issues of application of methods for the development of endurance among racers on the highway, where the differentiation criterion would be different types of energy metabolism, are also insufficiently developed. The existing system of preparation of racers on the highway for competitions is characterized by insufficient consideration of the peculiarities of the mechanism of energy supply of muscular activity in the training process. Its main drawback is its general approach to training road riders. Coaches in their work with athletes are guided solely by their personal experience of preparing road riders for competitions.