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This systematic review aims to evaluate the effectiveness of simulation in enhancing the knowledge and skills required for preventing, managing, and treating pressure injuries (PIs) among nursing students. A systematic review of English articles published between January 1, 2014, and March 31, 2024, was conducted to determine the effectiveness of simulation in PI education. PubMed, Cochrane Library, Medline (OVID), Scopus, Web of Science, CINAHL, and Science Direct databases were searched using the keywords "simulation", "pressure ulcer", "pressure injury", "nursing", and "nursing education". The study data were analyzed using the content analysis method. Of the 101 articles retrieved from the databases, 5 met the eligibility criteria. The study found that simulation in PI prevention and management education increased students' knowledge and skill levels, enhanced their satisfaction and communication skills, and was more effective than traditional didactic education. This systematic review supports the use of simulation as an educational tool for nursing students in preventing, implementing protective interventions, and managing PI. Furthermore, it encourages further research to explore the role and effectiveness of different formats of simulation, particularly high-fidelity simulation, in PI management education and their impact on student achievement and clinical practice. [ABSTRACT FROM AUTHOR]

Abstract Background Dermatological conditions are a common reason for patients to seek healthcare advice. However, they are often under-represented in Objective Structured Clinical Examinations (OSCEs). Given the visual nature of skin conditions, simulation is suited to recreate such skin conditions in assessments such as OSCEs. One such technique often used in simulation is moulage—the art and science of using special effects make-up techniques to replicate a wide range of conditions on Simulated Participants or manikins. However, the contextual nature of OSCEs places additional challenges compared to using moulage in more general forms of simulated-based education. Main body OSCEs are high-stakes assessments and require standardisation across multiple OSCE circuits. In addition, OSCEs tend to have large numbers of candidates, so moulage needs to be durable in this context. Given the need to expand the use of moulage in OSCE stations and the unique challenges that occur in OSCEs, there is a requirement to have guiding principles to inform their use and development. Conclusion Informed by evidence, and grounded in experience, this article aims to provide practical tips for health profession education faculty on how best to optimise the use of moulage in OSCEs. We will describe the process of designing an OSCE station, with a focus on including moulage. Secondly, we will provide a series of important practice points to use moulage in OSCEs—and encourage readers to integrate them into their day-to-day practice.

Training of medical students in the domain of clinical skills is an indispensable component of medical education delivery. Moulage in medical training deals with producing genuine simulations of wounds, injuries, and other medical conditions, so that students can relate to lifelike scenarios. Medical students through moulage are exposed to the complexities of real-world clinical practice to bring about an improvement in their confidence and competence levels as healthcare professionals. Integrating moulage into medical training essentially requires systematic planning and implementation to ensure that simulations are effective. The success of moulage, in terms of attainment of the learning objectives, can be enhanced by beginning with a few modules and then based on the experience, success, and acceptance, gradually expanding the process. In conclusion, the introduction of moulage into the existing medical curriculum can prove to be an effective tool to enrich the learning experience and aid in the process of acquisition of clinical skills. However, the success of the same in terms of attainment of the learning outcomes essentially depends on the planning and collaboration between different departments and stakeholders. [ABSTRACT FROM AUTHOR]

Abstract Background Moulage is a technique used to simulate injury, disease, aging and other physical characteristics specific to a scenario, often used in health and emergency worker training, predominantly for simulation-based learning activities. Its use in allied health fields is unclear. Previous work has explored moulage as an adjunct for authentic simulations, however there is opportunity for broadening its scope. Aim To explore the effects of moulage interventions in simulation-based education and training, for learner experience. A secondary aim was to understand which pedagogical frameworks were embedded in moulage interventions. Method Four electronic databases (PubMed, CINAHL, EmBase, Proquest Central) were systematically searched to December 2022 for studies utilising moulage in simulation-based education experiences. Outcomes were focused on learner satisfaction, confidence, immersion, engagement, performance, or knowledge. Study quality was assessed using the Mixed Methods Appraisal Tool. Results Twenty studies (n = 11,470) were included. Studies were primarily conducted in medicine (n = 9 studies) and nursing (n = 5 studies) and less frequently across other health disciplines. The findings demonstrated greater learner satisfaction, confidence, and immersion when moulage was used against a comparator group. Minimal improvements in knowledge and performance were identified. One study underpinned the intervention with a pedagogical theory. Conclusion Moulage improves learner experience in simulation-based education or training, but not knowledge or clinical performance. Further research utilising moulage across a broader range of professions is needed. Interventions using moulage should be underpinned by pedagogical theories.

• Professional moulage is not widely researched; however, it enhances the fidelity of simulation activities, when applying it in simulations. • Students can perceive moulage differently and their senses and emotions are triggered by moulage when the fidelity is high. • Simulation is an effective tool for training nursing students and even more so when moulage is used to increase fidelity. The simulation community knows immersive clinical simulation works, especially high-fidelity simulations that portray situations close to real-life. The question remains: what is the role of moulage in the effectiveness of this strategy? This article describes students' perceived fidelity of moulage used during a burns simulation activity. In a mixed method study, 85 nursing students completed the Moulage Authenticity Rating Scale (MARS) and responded to two open-ended questions that explored emotional fidelity. Most respondents rated the moulage burns high in fidelity. Respondents' senses of sight, touch, hearing, and smell were triggered giving way to intense emotions. However, sensory overload may have led to the students missing clinical cues. The moulage met the criteria for physical, conceptual, and emotional fidelity, contributing to students' engagement during the simulation activity. Educators could improve student engagement by enhancing the fidelity of simulation activities through moulage whilst considering the cognitive load. [ABSTRACT FROM AUTHOR]

For residents or fellows outside anesthesiology and critical care training programs, formal training in managing critically sick patients does not exist in India either at the undergraduate level, or at postgraduate level. Acute critical care course (ACCC) is a simulation-based skills development course that has been developed indigenously to address this lacuna in training of interns and residents in surgical specialties and emergency medicine in India. This study is aimed to find out and to assess the effectiveness of this course. This is a prospective interventional study using low-fidelity simulation-based courses. As many as 1036 candidates (interns and residents) were trained in 40 ACCC provider courses, and 165 instructor candidates in 9 instructor courses in 16 teaching hospitals in India in 2014–2021. However, in this report, the authors have analyzed the feedback (verbal and written) from 487 candidates of 19 ACCC provider courses conducted in 14 teaching hospitals in India between 2014 and 2018. Analysis of data was performed by thematic analysis for qualitative data and descriptive analysis for quantitative data. All the 487 candidates in 19 courses over 5 years replied either as very good (above expectations) or as good (as per expectations). In response to the question of the effectiveness of a lecture or skill station, none of them chose the options fair (below expectations) or poor (unacceptable). Fifteen out of 18 interns replied their emails that were sent 3 weeks after ACCC to find out if there was an improvement in their clinical application on a scale of 1–10. The response to the question in regards to improvement in their own ability 'to assess a sick patient', 'in treating a sick patient', 'communication skills with a colleague', and 'confidence in breaking bad news to patient or relatives', respectively, was 7.5, 7.8, 8.3 and 8.3. Mean scores out of 5 in response to content of ACCC course for clarity, utility, adequacy of content, understandable and interaction during course were 4.59, 4.81, 4,78, 4.86 and 4.97 respectively. Qualitative analysis led to 5 themes described in the manuscript. Low fidelity simulation using role-play appeals to the adult learners, breaks the monotony of classroom teaching, encourages interactive learning, and facilitates active participation in skill development necessary for critical care training of residents in surgical specialties and in emergency medicine. Sharing the vision document of ACCC with the deans of medical colleges is the crucial step in implementing applied physiology in step-wise logical approach in managing a sick patient. [ABSTRACT FROM AUTHOR]

Background: Anatomy embraces various fields and is regarded as the foundation of medical sciences due to its broad clinical applications, particularly in surgery. However, teaching this subject, particularly in practical units, poses challenges, and insufficient anatomical knowledge and errors in anatomy-related decisions by physicians can lead to avoidable deaths and medical errors. This study aimed to design and develop an electronic moulage (EM) for teaching upper limb anatomy, specifically focusing on the muscles and brachial plexus (BP). Methods: This was a quasi-experimental study with a pre-test-post-test design. Electronic moulage has been implemented in a manner that allows independent structures within a compartment to be taught without the presence of a teacher or anatomical atlases and enables learners to comprehend the anatomical features and relationships of structures in both combined and isolated modes, even without prior knowledge of anatomical theory specific to that compartment. The EM incorporates a skeletal compartment system and a BP component, utilizing audio and visual systems to deliver a comprehensive educational experience. The effectiveness of the EM was evaluated by experts in anatomy and medical science students, comparing it to other teaching methods. Four groups of undergraduate medical radiology students with no prior instruction in upper limb anatomy participated in the study. Each group was assigned to a different training method, including lecture-based education, digital-based education with a simulator, cadaver-based education, and EM-based education. Results: After assessing the results using educational and motivational indicators, it was determined that the EM demonstrated innovative potential and could enhance motivation and the quality of anatomy education. Comparing the post-test scores of the EM-based education group to the other groups revealed significantly higher scores in the EM-based group. This finding indicates that the EM has the potential to improve the effectiveness and efficiency of anatomy education, addressing the limitations of other teaching methods. Conclusions: The developed EM presents a promising solution for enhancing anatomy education, particularly in the context of upper limb anatomy. The innovative features of EM and its ability to improve motivation and learning outcomes make it a valuable tool for teaching this subject matter. [ABSTRACT FROM AUTHOR]

Background: Simulation-based education is a widely utilized tool for experiential learning in nursing education. The aim of this study was to determine nursing students’ performance and satisfaction in the classification of pressure injuries using simulation with moulage. Methods: It is an evaluation study with a quasi-experimental, single-group, post-test design that was conducted in the spring semester of the 2019-2020 academic year in the Nursing Department of the Faculty of Health Sciences of Izmir Katip Celebi University, Izmir, Turkey. In total, 66 final-year nursing students, voluntarily participated in the Assessment of Pressure Injury Course. A student characteristics form, a Pressure Injury Classification Form, and a Moulage Satisfaction and Evaluation Form were used as data collection tools. Data were entered into SPSS v. 21, and the results of the analysis were described using descriptive statistics. Results: It was found that 67.2% (n=45) of the students correctly assessed all the stages of pressure injury moulages on the standardized patients. Among the students, 62.1% (n=41) strongly agreed that their assessment skills of pressure injury improved after the simulation. The results related to students’ satisfaction indicated that 77.3% (n=51) of the students evaluated the moulages as realistic. The Mean±SD total score of students’ evaluation of moulage simulation sessions on standard patients was 4.56±0.59 (range=1-5). Conclusion: This moulage is a simple, easily accessible, low-cost, and effective tool for teaching pressure injury assessment to nursing students. It can be used in clinical skills training and clinical assessment in nursing education.

El Museo Olavide de Madrid posee una importante colección de modelos dermatológicos didácticos creados en cera de abejas policromada durante los siglos xix y xx como material de apoyo para la formación de los médicos en las enfermedades de la piel. En este artículo se describe la historia del museo y de su fundador, el doctor Eugenio Olavide, así como la técnica empleada por los diferentes ceroescultores que trabajaron en él. Además, se muestra el trabajo de virtualización realizado recientemente sobre una muestra significativa de la colección merced a la colaboración entre los conservadores del museo y el grupo de investigación de la Universidad Complutense de Madrid Arte, Tecnología, Imagen y Conservación del Patrimonio Cultural. La metodología empleada constó de una primera etapa en la que se digitalizaron las obras mediante fotogrametría y escáner de luz estructurada, y de una segunda, en la que se optimizaron para su publicación en Sketchfab.com. Como resultado, se obtuvo una serie de modelos tridimensionales de alta definición que están accesibles para su estudio desde Internet. En este estudio se ha comprobado que las plataformas de visualización de archivos 3D permiten compartir información precisa sobre modelos dermatológicos didácticos para su estudio y difusión.

• The simulation intervention facilitated the development of essential skills in wound care. • Students enjoyed collaborating with SPs, recognizing the value they bring to the simulation experience. • The simulation experience aligns with six out of the eight standards outlined by Wounds Australia. High-fidelity simulation is an effective tool in nursing education, but a research gap exists in its application to wound care training. This study explored the acceptability of working with simulated patients (SPs) with moulaged wounds to improve students' wound care skills. This descriptive qualitative study used semi-structured interviews with 14 student nurses who competed a high-fidelity wound simulation. Data were analysed using a deductive thematic approach. Findings are presented with reference to the Australian Standards of Wound Prevention and Management guidelines. Four main themes (and six subthemes) were identified: realism (moulage and SPs), situational awareness (decision making and task focus), reflective practice (learning from others and self-reflection), and consolidation of practice. The standards-based simulation proved effective and acceptable to students. [ABSTRACT FROM AUTHOR]

The Olavide Museum in Madrid, which was founded in the 19th century, preserves one of the most important collections in the world of three-dimensional dermatological models made of polychrome beeswax. These models have been used for the training of numerous generations of dermatologists in Spain. Unfortunately, many of the figures were preserved in precarious conditions during the time that the museum was closed in the middle of the 20th century, and some could not be found after its reopening. In this paper, we show a method for the recovery of a missing model of which only the original plaster cast remains. For this purpose, we use the combination of a structured light scanner and 3D printing, together with traditional techniques, to reproduce a copy of the original cast, in order to prevent its deterioration during the wax casting. As a result of this study, a highly realistic figure was obtained, which represented, in great detail, the small superficial reliefs of the skin lesions, as well as their colour. The conclusion of this research is that it is possible to recreate, with precision, a didactic model in beeswax from its mould, without the need to use the mould in the process, which avoids any risk of deterioration in the process. [ABSTRACT FROM AUTHOR]

L’enseignement supérieur français connaît à la fin du 19e siècle une profonde mutation. S’appuyant sur des modèles étrangers, elle permet de repenser la science française en quête de réaffirmation. Pour l’archéologie, l’adoption du système allemand semble la meilleure option, encouragée par les missions pédagogiques françaises en Allemagne et les discours portés par les universitaires français sur la scène publique. La formation de collections d’étude, en particulier les musées de moulages, s’inscrit dans ce processus de transfert culturel.

Abstract Introduction Moulage is used frequently in simulation, with emerging evidence for its use in fields such as paramedicine, radiography and dermatology. It is argued that moulage adds to realism in simulation, although recent work highlighted the ambiguity of moulage practice in simulation. In the absence of knowledge, this study sought to explore the impact of highly authentic moulage on engagement in simulation. Methods We conducted a randomised mixed-methods study exploring undergraduate medical students’ perception of engagement in relation to the authenticity moulage. Participants were randomised to one of three groups: control (no moulage, narrative only), low authenticity (LowAuth) or high authenticity (HighAuth). Measures included self-report of engagement, the Immersion Scale Reporting Instrument (ISRI), omission of treatment actions, time-to-treat and self-report of authenticity. In combination with these objective measures, we utilised the Stimulated Recall (SR) technique to conduct interviews immediately following the simulation. Results A total of 33 medical students participated in the study. There was no statistically significant difference between groups on the overall ISRI score. There were statistically significant results between groups on the self-reported engagement measure, and on the treatment actions, time-to-treat measures and the rating of authenticity. Four primary themes ((1) the rules of simulation, (2) believability, (3) consistency of presentation, (4) personal knowledge ) were extracted from the interview analysis, with a further 9 subthemes identified ((1) awareness of simulating, (2) making sense of the context (3) hidden agendas, (4) between two places, (5) dismissing, (6) person centredness, (7) missing information (8) level of training (9) previous experiences). Conclusions Students rate moulage authenticity highly in simulations. The use of high-authenticity moulage impacts on their prioritisation and task completion. Although the slower performance in the HighAuth group did not have impact on simulated treatment outcomes, highly authentic moulage may be a stronger predictor of performance. Highly authentic moulage is preferable on the basis of optimising learning conditions.

The promotion of student engagement in simulation-based learning depends on authenticity, fidelity, and realism. Moulage is a simulation of illnesses or physical signs onto standardized patient or manikin via using makeup techniques or other elements acting as visual and tactile cues to promote learner engagement through more real-world experience. Therefore, moulage may be used broadly in medical education wherein its authenticity helps to improve the learning outcomes and performance of students in different medical branches such as dermatology, surgery, emergency medicine, anatomy, and forensic medicine. Nowadays, Moulage is already used in the assessment of a medical student as well as in the learning process in many medical schools. However, although the use of moulage as a creative simulation tool in medical education has a positive impact on the educational process, it faces many obstacles and challenges at the same time along with its tangible benefits. Therefore, moulage is not magic as well as it is not fantasy or mock, but it is a fantastic vehicle for representing and simulating the real event promoting realism and motivating students' engagement and immersion.

Background: Simulation-based education is a widely utilized tool for experiential learning in nursing education. The aim of this study was to determine nursing students' performance and satisfaction in the classification of pressure injuries using simulation with moulage. Methods: It is an evaluation study with a quasi-experimental, single-group, post-test design that was conducted in the spring semester of the 2019-2020 academic year in the Nursing Department of the Faculty of Health Sciences of Izmir Katip Celebi University, Izmir, Turkey. In total, 66 final-year nursing students, voluntarily participated in the Assessment of Pressure Injury Course. A student characteristics form, a Pressure Injury Classification Form, and a Moulage Satisfaction and Evaluation Form were used as data collection tools. Data were entered into SPSS v. 21, and the results of the analysis were described using descriptive statistics. Results: It was found that 67.2% (n=45) of the students correctly assessed all the stages of pressure injury moulages on the standardized patients. Among the students, 62.1% (n=41) strongly agreed that their assessment skills of pressure injury improved after the simulation. The results related to students' satisfaction indicated that 77.3% (n=51) of the students evaluated the moulages as realistic. The Mean±SD total score of students' evaluation of moulage simulation sessions on standard patients was 4.56±0.59 (range=1-5). Conclusion: This moulage is a simple, easily accessible, low-cost, and effective tool for teaching pressure injury assessment to nursing students. It can be used in clinical skills training and clinical assessment in nursing education [ABSTRACT FROM AUTHOR]

Abstract Background Moulage is a technique in which special effects makeup is used to create wounds and other effects in simulation to add context and create realism in an otherwise fabricated environment. The degree to which moulage is used in the simulated environment is varied; that is, there is no guide for how authentic it is required to be. To objectively assess whether a higher level of authenticity in moulage influences engagement and better outcomes, a common model to assess authenticity is required. The aim of this study was to explore expert opinions on moulage in simulation and develop an instrument for the classification of moulage in simulation. Methods The instrument was developed in 3 phases: expert panellist recruitment, domain identification, and consensus rounds. A Delphi technique was used to explore themes of authenticity using Dieckmann’s Theory of Realism as a frame of reference. An initial list of elements was raised by a panel of international experts. The experts participated in a further four rounds of questioning, identifying and then ranking and/or rating elements of authenticity in moulage. A priori consensus threshold was set at 80%. Results In round 1, 18 of 31 invited panellists participated, and a total of 10 completed round 5 (attrition 44%). As a result of the Delphi, the Moulage Authenticity Rating Scale was developed. Under the three domains of realism, 60 elements were identified by experts. A total of 13 elements reached the consensus threshold, whilst tensions regarding the necessity for authentic moulage were identified throughout the rounds. Conclusion This study demonstrates the complexity of moulage in simulation, with particular challenges surrounding the experts’ views on authenticity. A prototype instrument for measuring moulage authenticity is presented in the form of the Moulage Authenticity Rating Scale (MARS) to further aid progress in understanding the role of authentic moulage in simulation.

Aim: This study was conducted in order to development of a Mini-CEX tool based on the core competencies of nurses and evaluation of the subcutaneous drug administration skills of senior nursing students before graduation. Materials and Methods: A Mini-CEX tool was developed based on the core competencies of nurses. When opinion of the expert’s evaluation was confirmed, the students’ clinical competencies of the subcutaneous drug administration skills were evaluated simultaneously in standardized patient simulation with the Mini-CEX form (n=66). Results: The mean score for the whole mini-CEX was 6.13 ± 1.20 (range = 1‑9). The results of this research indicate the feasibility of using our Mini-CEX tool. The mean student satisfaction score was high at 4.59 ± 0.46 (range = 1‑5). 69.7% (n=46) of students thought that feedback is an important their professional development and 62.1% (n=41) of students thought that mini-CEX are an important educational tool. Conclusion: The results of this research indicate the feasibility of using our Mini-CEX tool. The study supports of the use of the Mini- CEX to assess clinical competence through simulation. The study recommends the use of applications that increase the level of realism such as the use of standardized patients or moulages in examinations which aim to simultaneously evaluate student skills such as communication and decision making. [ABSTRACT FROM AUTHOR]

This study aimed to share homemade moulage recipes for three different types of burn and describe experienced burn team members' evaluations of these moulages. In this descriptive study, nine experienced pediatric burn team members (nurses and doctors) evaluated moulages using the moulage evaluation form after in situ simulations. The burn team members generally evaluated the moulages as realistic. The moulages helped them feel like they were treating real burn cases, facilitated their engagement in the scenarios, and positively affected their patient-management skills. Burn moulages function as effective tools for training health science students and professionals working in the field of burn care. • The burn team found burn moulages to be realistic. • The burn moulages were suitable for training burn teams and undergraduate students. • The burn moulages positively affected the patient management skills of burn team members. • The burn moulages facilitated the engagement of burn team members in the scenario. [ABSTRACT FROM AUTHOR]

Background: Objective structured clinical examination (OSCE) is being increasingly used as an assessment tool for undergraduate dermatology courses. One of the practical difficulties in conducting OSCEs in dermatology is getting patients with typical skin lesions which can be used for the whole group to ensure uniformity of assessment. We present a study on the use of simple moulage techniques to create uniform and standardized skin lesions for OSCEs in dermatology.Methods: As a first step, the dermatology faculty in our department chose the clinical conditions which could be covered by using moulages. The main criteria considered were the importance of the condition to the exam blueprint, ease of making and resistance to handling (should not require frequent retouching). Moulages were created on volunteers after taking consent and the same were used in OSCEs s for a group of 5th-year students (N = 102). Difficulty and discrimination indices were compared between the stations using the moulage and the other stations. Qualitative feedback was obtained regarding the same from both the faculty and the students.Results: There was consensus among the faculty and the majority of the students that the lesions were clearly recognizable. As far as other psychometrics were concerned, average difficulty and discrimination of the stations using the moulage were good (average difficulty index-0.78 and average discrimination index-0.68) and compared favorably with the other stations (average difficulty index-0.77 and average discrimination index-0.57).Limitations: Limited number of stations included, lack of detailed item analysis and lack of feedback from the simulated patients were the main limitations in this study.Conclusion: For most common skin conditions creating moulages to simulate the corresponding lesions is an easy procedure and can be an effective tool to standardize dermatology OSCEs for undergraduates, especially in resource-poor settings. [ABSTRACT FROM AUTHOR]

Simulation-based learning affords participants the opportunity to practice high-acuity, low-incidence situations without risk to the patient. The realism of a simulated scenario is often referred to as fidelity. High levels of fidelity imply high levels of realism. One method of enhancing fidelity is the use of moulage. Commercially available moulage kits and professionally applied moulage are often expensive and therefore not practical in the resource-constrained environment. Cost-effective alternatives are required for the resource-constrained environment. Students at a South African university used readily available, low cost materials to apply self-constructed, low cost moulage for a bandaging practical. A cross sectional design used a purpose-designed, validated questionnaire to gather data related to face and content validity of the self-constructed moulage. Frequency analysis formed the cornerstone of Likert-type quantitative data analysis. An open-ended question afforded participants the opportunity to express their own opinions related to the moulage experience. The results revealed that there was both high face validity and high content validity of the self-constructed moulage. Participants found the activity enjoyable and a generally positive learning experience. The self-constructed moulage was realistic and added to the fidelity of the scenario. Participant confidence was improved and their engagement in the learning activity was enhanced. Participants found the self-constructed, low-cost moulage more realistic that commercial products that they had been exposed to. The use of low-cost, self-constructed moulage is a feasible and economically viable means of enhancing fidelity within the resource-constrained simulation setting. This technique is not necessarily limited to emergency medical care and can be used in other areas of healthcare simulation. • Medical moulage has the potential to improve simulation fidelity. • Commercially available moulage kits are usually too expensive for purchase in the resource-constrained environment. • Self-constructed, low-cost medical moulage is a simple, cost-effective technique for use in the resource-constrained simulation environment. [ABSTRACT FROM AUTHOR]

This study reports on the use of moulage within a simulation to introduce first year diagnostic radiography students to open wounds in preparation for clinical practice. A mixed-method quasi-experimental design was used. Visual Analogue Scales were used to capture state feelings at the point of seeing open wounds. Interpretative Phenomenological Analysis was used to draw themes from focus groups and an interview following clinical placement. The simulation reduced negative feelings whilst emotional preparedness, distraction and excitement increased. Five major themes were identified including emotional engagement, engagement with wound, building relationships, developing professional self and simulation impact. The use of moulage and a simulation provides an opportunity to explore initial reactions. Students actively reflect on this experience during clinical practice changing practice. The impact of open wounds can be long lasting and support from radiographers should allow these new experiences to be processed reducing the risk of burnout. • Simulation promoted students to reflect and problem solve enhancing the learning process. • Simulation reduced emotion, such as stress, worry and anxiety. • Open wounds are both exciting and a distraction for first year students. • Pain and 'the unknown' are psychologically challenging for students. [ABSTRACT FROM AUTHOR]

There is a national drive to increase allied health professions simulation training. However, there is a paucity of literature within diagnostic radiography in relation to clinical simulation. No research could be found regarding the impact of simulation in radiography with complex clinical burns scenarios. This research aims to explore the perceptions of radiography undergraduate students regarding their preparedness for the complex care requirements in imaging examinations of clinical burns cases using a mixed methods approach. A small-scale simulation-based teaching session was developed in a Scottish HEI, using role play and moulage to create realism. Twenty-eight undergraduate student radiographers participated in the scenario. Students completed pre and post-scenario questionnaires using Likert scale and free response data. Focus groups were undertaken three months after the simulation to obtain rich qualitative data. Common themes were identified via a process of initial coding and a 6-phase thematic analysis. Thematic analysis demonstrated a marked increased perception of preparedness post-scenario; students felt more prepared to undertake their role in the imaging of complex care patients (Likert scoring increased with both mode and median post-scenario). Common themes that were identified were patient centeredness, realism and learning. Within this limited pilot project, the use of simulation was an effective means of preparing students to understand their role within the complex care setting (with respect to the traumatic realism of burns) in preparedness for professional practice. Additionally, students related to the practical understanding of the complexity of human factors that exist within clinical practice. • An innovative use of moulage to introduce students to burns patients. • Simulation is effective in preparing students for imaging complex patients. • Simulations provide a safe environment to experience difficult situations. • Facial burns can prevent students from 'seeing' the patient beyond. • Moulage provides realism to a simulation promoting a physiological reaction. [ABSTRACT FROM AUTHOR]

Resumo O presente artigo discute questões referentes ao papel da educação formal no desenvolvimento do potencial criativo de jovens profissionais. Com enfoque na formação universitária em design de moda, aponta as possíveis causas para a desmotivação dos alunos quando deparados com as disciplinas que envolvem práticas de criatividade. É percebido que, além das dificuldades técnicas para expressar as ideias do projeto, há também entraves em relação à não exigência de resultados predefinidos. Tomando como base os estudos de pesquisadores que atribuem às causas do bloqueio criativo dos alunos a uma formação educacional formal estagnada e que pouco privilegia o desenvolvimento humano, o texto levanta a hipótese do uso de uma ferramenta que, embora comum ao cotidiano dos profissionais da área de moda, ainda é pouco explorada em seu pleno potencial. Trata-se do manequim de moulage, mais comumente usado para a concepção de moldes de vestuário em três dimensões. Este artigo defende que o processo criativo, fazendo uso das técnicas de moulage, possui potencialidades pouco exploradas que podem contribuir para o aprimoramento do ensino do design de moda, desenvolver o potencial criativo, motivar o aprendizado, bem como servir de alternativa para a expressão de ideias em vestuário. Apresentam-se neste trabalho o conteúdo e os resultados de uma atividade de criação em moulage desenvolvida com o intuito de experimentar e comprovar as hipóteses aqui levantadas.

Los calcos en yeso pertenecientes a la colección del Área Museo, Exposiciones y Conservación del Patrimonio de la Facultad de Bellas Artes (FBA) de la Universidad Nacional de La Plata (UNLP) son piezas patrimoniales de gran importancia. De este acervo, dos calcos conforman nuestro caso de estudio. Se trata de copias de unas misericordias, una parte que conforma las sillerías de los coros de las catedrales. A partir de la comprensión del contenido de las placas metálicas incrustadas en las piezas, se ha podido iniciar una investigación con la intención de poder hacer nuevos aportes al conocimiento de las piezas y, así, aumentar el reconocimiento de su valor patrimonial.

La fonction du moulage a progressivement évolué de l’objet de partage à un outil de comparaison des collections pour devenir aujourd’hui un moyen de conservation. C’est une solution technique d’enregistrement complémentaire considérée en archéologie comme faisant partie de la documentation scientifique. Tous les objets ou faits ne peuvent pas être conservés. En se substituant à un original, la copie conserve de nombreuses informations contribuant à l’analyse et offre la possibilité de constituer des collections de référence manipulables et exportables sans risque. L’expérience menée en Île-de-France à l’Inrap montre à partir de plusieurs exemples comment le moulage a permis de répondre à des impératifs propres à chaque opération couvrant ainsi l’ensemble du champ d’application de cette technique. Il a été employé pour la conservation des vestiges, pour faciliter leur étude, pour constituer des collections de référence et comme support pédagogique. Souvent réalisé dans le but de sauvegarder une information que l’on sait être vouée à disparaître ou difficilement communicable, le moulage n’est plus la simple reproduction d’un objet mais prend le statut d’élément archéologique. Enfin, ces reproductions qui sont réalisées pour les archéologues afin de les aider dans la conception et la présentation des résultats de leurs études, peuvent également être destinées à des publics variés afin de les accompagner dans un processus d'apprentissage.

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Background Simulation Based Education (SBE) is used as a primer for clinical education in nursing and other health professions. Participant engagement strategies and good debriefing have been identified as key for effective simulations. The environment in which the simulation is situated also plays a large role in the degree of participant engagement. Various cues are staged within simulations to enhance this engagement process. Moulage techniques are used in current-day simulation to mimic illnesses and wounds, acting as visual and tactile cues for the learner. To effectively utilise moulage in simulation, significant expense is required to train simulation staff and to purchase relevant equipment. Objective Explore the use of moulage in simulation practice today and its influence on participant engagement. Design Using a systematic process to extract papers, we reviewed the literature with a critical-realist lens. Data Sources CINAHL Complete, ERIC, Embase, Medline, PsycINFO, SCOPUS, Web of Science, Proquest, Science Direct and SAGE. Review Methods 10 databases were systematically reviewed using the keyword “moulage” to answer the question “How does the authenticity of moulage impact on participant engagement?”. 1318 records were identified prior to exclusion criterion were applied. 10 articles were targeted for review, following exclusion for English language and publication between 2005 and 2015. Results The resulting 10 papers were assessed for quality using the Medical Education Research Study Quality Instrument (MERSQI). The majority of papers were situated in dermatology teaching, with only one nursing paper. Study participants were both undergraduate and postgraduate. Most of the studies were undertaken at a university setting. No papers comprehensively addressed whether the authenticity of moulage influences learner engagement. Conclusions Results were limited, yet clearly outline a widely held assumption that moulage is essential in simulation-based education for improved realism and subsequent learner engagement. Despite this, there is no clear evidence from the literature that this is the case, suggesting that further research to explore the impact of moulage on participant engagement is warranted. A number of recommendations are made for future research. [ABSTRACT FROM AUTHOR]

This article shows how simulation can be modified and adapted to benefit higher education institutions (HEIs) in a variety of situations. These situations can involve the engagement of service users (SUs) and moulage, or application of make-up to simulate clinical presentations, to ensure skill enhancement, ultimately to support and empower students so they can achieve their potential. This article describes a unique collaboration between staff at an HEI and SUs, who have worked together in simulation activities. The development of simulation using SUs is at the heart of developing nursing student education and recruitment. It has created communities of practice working across traditional departmental boundaries to provide innovative learning opportunities for students. This collaboration links to the political imperative to improve education in the health and social care sector, highlights the integration of skills development into theory, focuses on person-centred care and demonstrates how the HEI produces a compassionate and caring workforce. [ABSTRACT FROM AUTHOR]