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Background: This pilot study examined the association of internal and external motivation of White nursing students to avoid appearing racist while interacting with standardized patients in a simulation-based learning experience (SP-SBLE). The influence of nursing students' preexisting motivations to avoid racism were examined for their effect on clinical performance in their SP-SBLE. Method: White nursing students (N = 50) completed measures of motivations to avoid racism prior to their end of semester practical examination. Students were then randomly assigned to an SBLE with a SP portraying chest pain. Results: White students interacting with White SPs performed better than White students interacting with Black SPs. Conclusion: Concern about appearing racist may interfere with White students' ability to perform well in a clinical setting because it may draw cognitive resources away from the clinical task. This is a first step in understanding how nursing students' perceptions may contribute to racial inequities in health. [J Nurs Educ. 2022;61(1):41–45.] [ABSTRACT FROM AUTHOR]

A usability study of a Virtual Reality Sterile Urinary Catheter Insertion Game (VR SUCIG) was conducted to understand user needs in regards to this game. Background: Learning and retention of psychomotor skills in health care is essential to safe clinical practice. Bauman suggests games are most useful when they are part of a layered-learning approach; in other words, they support various forms of learning and serve as cognitive aids (Bauman et al., 2014). Intervention: The VR Sterile Urinary Catheter Insertion Game (VRSUCIG) was created by nurses and a computer gaming developer to provide nursing students with a cost-effective way to practice sterile catheter insertion skills in a systematic, evidence-based manner. A usability study and user reaction survey were conducted to gain a deep understanding of user's needs. Methods: Three hundred nursing students, from 9 US nursing schools participated. Participants played the VR SUCIG and completed the System Usability Scale (SUS) and a User Reaction Survey (URS). Results: The SUS for the 2nd generation of the VR SUCIG was 57, or medium usability. The URS demonstrated the game motivated them to keep practicing. The VR SUCIG promoted repetitive practice of the skill and visually accentuated the concept of sterility. Conclusions. User reactions indicate that nursing students were eager and excited to utilize this technology. Usability scores indicate further refinement of technology is needed. [ABSTRACT FROM AUTHOR]

Background: The use of simulation-based learning experiences (SBLE) with nurse practitioner (NP) students is largely unexplored. The purpose of this pilot project was to develop, implement, and evaluate a simulated patient (SP)-SBLE to improve confidence and evaluate clinical performance and reasoning in Adult-Geriatric Acute Care NP (AG-ACNP) students. Method: A mixed-methods design was used to evaluate an SP-SBLE on AG-ACNP student clinical performance and reasoning. Results: Self-confidence scores and themes from reflections indicated that students perceived this as a valuable experience that enhanced learning and confidence. Conclusion: Results supported the use of SP-SBLEs to improve confidence in clinical performance and reasoning with AG-ACNP students. Results supported the use of SP-SBLEs to improve confidence in clinical performance and reasoning with AG-ACNP students. [[J Nurs Educ. 2019;58(10):599–603.] [ABSTRACT FROM AUTHOR]

Nursing students have limited opportunities to build team leader skills during their clinical experiences, leaving a practice gap. Senior nursing students participated in a competency-based education unit and a simulation-based learning experience incorporating team leader skills. Presurvey and postsurvey data were collected using the Self-Confidence and Comfort with Utilizing a Standardized Handoff Communication Tool. Participants who completed both surveys were analyzed (n = 85). Statistically significant improvements were found on 14 of the 19 survey items. Results suggest the effectiveness of using competency-based education and simulation-based learning experience to help nursing students build confidence and comfort in team leader skills. [ABSTRACT FROM AUTHOR]