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Dementia is a debilitating condition affecting personality, day-to-day activities and cognitive function, which in turn may hamper the patient's decision-making capacity. This challenges staff competence in ethics and legislation in order to enhance dignity through improved communication and avoid coercive treatment. Scenario-based simulation training can increase communication skills in demanding situations. This study aimed to explore if this also applies to nursing students within dementia care, and if nursing students improve their ethical reflection and ability to avoid the use of coercion. This was piloted in a concurrent mixed method design using focus groups, questionnaires and observations. Twelve students from the bachelor of nursing programme participated. The results showed that two training sessions increased the use of confidence-building approaches and the students became more aware of the importance of person-centred dementia care and the importance of knowing the patient's history, to gain the patient's trust. Furthermore, the students' knowledge regarding legislation concerning coercion increased, and they became more aware of own attitudes and documenting deviations from treatment. Scenario-based simulation training seems to be a useful approach for preparing nursing students to become more aware of demanding situations in dementia care and how to handle such situations. •Research reporting simulation training on challenging situations in dementia care are scarce.•Simulation training on ethical dilemmas in dementia care may ensure dignity for the patient.•Simulation training on ethical dilemmas makes nursing students more confident on legislation concerning coercion.•Simulation training increases nursing students' competence in confidence-building approaches.

Due to the increasing focus on simulation used in nursing education, there is a need to examine how the scenarios and different simulation methods used are perceived by students. The aim of this study was to examine nursing students' perceptions of scenarios played out in different simulation methods, and whether their educational level influenced their perception. The study had a quantitative, evaluative and comparative design. The sample consisted of baccalaureate nursing students (n = 86) within various educational levels. The students were randomly divided into groups. They solved a patient case adapted to their educational level by using a high-fidelity patient simulator, a static mannequin or a paper/pencil case study. Data were collected by three instruments developed by the National League for Nursing. The results showed that the nursing students reported satisfaction with the implementation of the scenarios regardless of the simulation methods used. The findings indicated that the students who used the paper/pencil case study were the most satisfied. Moreover, educational level did not seem to influence their perceptions. Conclusions: Independent of educational level, the findings indicated that simulation with various degrees of fidelity could be used in nursing education. There is a need for further research to examine more closely the rationale behind the students' perception of the simulation methods.

Clear directions and explanations from nurses related to health behaviors and discharge procedures have been shown to effectively reduce the risk of patient readmission. Nurses thus need to develop good communication skills in order to ensure that their communications help patients become better-informed and less anxious about discharge procedures. This research evaluates the communication skills of nurses following two different education interventions. Experimental design principles for education interventions were followed in this research. Medical nurses certified at the N to N2 level in a municipal hospital in Taipei City were enrolled as participants (N=78) and divided into an experimental group and control group using stratified purposive randomization. The experimental group received clinical scenario-based simulation education for communication. The control group received standard class-based education for communication. Both groups received a pre-test evaluation and an OSCE post-test evaluation. Res

Background: Clear directions and explanations from nurses related to health behaviors and discharge procedures have been shown to effectively reduce the risk of patient readmission. Nurses thus need to develop good communication skills in order to ensure that their communications help patients become better-informed and less anxious about discharge procedures. Purpose: This research evaluates the communication skills of nurses following two different education interventions. Methods: Experimental design principles for education interventions were followed in this research. Medical nurses certified at the N to N2 level in a municipal hospital in Taipei City were enrolled as participants (N = 78) and divided into an experimental group and control group using stratified purposive randomization. The experimental group received clinical scenario-based simulation education for communication. The control group received standard class-based education for communication. Both groups received a pre-test evaluation and a

Electronic simulation (e-simulation)—particularly scenario-based e-simulation (SBES)—is an increasingly used, promising educational strategy for global health education that can address gaps in training access, effectiveness, and cost. However, there is little guidance for educators on how to develop an SBES, and guidance is lacking outside the clinical context. Moreover, literature on medical education rarely uses the theoretical basis for e-simulation design and development, including for SBES. Hence, we aim to differentiate and describe the concept, design elements, and theoretical basis of SBES with examples from different topics in global health. In addition to enhancing the understanding of the potential of SBES for global health education, this manuscript also provides practical recommendations for global health educators in designing and developing SBESs based on the existing literature and authors’ experiences. Overall, this manuscript will be useful for global health educators as well as other medical educators seeking to develop an SBES for similar skill sets.

Background Coronary artery bypass graft (CABG) surgery is one of the most effective treatments for coronary artery disease. Despite its many benefits, this surgery can also lead to potential complications. Studies have shown that nurses play an important role in managing these complications. Studies have shown that nurses play an important role in controlling these complications. Conventional nursing education often fails to prepare graduates for employment in complex and evolving clinical environments like cardiac wards. Meanwhile, scenario-based learning has recently emerged as a valuable educational method in the clinical training of healthcare professionals. Therefore, this study aimed to determine the effect of scenario-based learning on nursing students’ knowledge and performance in patient care after coronary artery surgery at Kashan University of Medical Sciences. Methods The present study used a pretest-posttest design in 2024(April to December), with the research population consisting of fifty nursing students of Kashan University of Medical Sciences. All students were included in the study using convenience sampling method and were randomly assigned to two groups: one receiving conventional training methods and the other participating in scenario-based simulation training. First, the scenarios were written and validated. Data were collected using a demographic questionnaire, a knowledge assessment questionnaire, and a performance assessment checklist. The validity and reliability of the instruments were investigated and confirmed. After data collection, the analysis was conducted using SPSS 16 software, with a significance level of 0.05. Results According to the study results, a significant increase was observed in the performance scores of nursing students in patient care after coronary artery surgery after receiving the training ( P  < 0.05). However, the change in the knowledge score was not significantly different between the two groups ( P  < 0.05). The results of the independent T-test showed no significant difference in the change in knowledge score between the two groups. But the increase in performance score between the two groups was significant ( P  < 0.05). The results of the ANCOVA test showed that the type of training had no effect on the change in knowledge scores ( P  = 0.301) but significantly affected the change in performance scores ( P  = 0.036). Conclusion Given the effectiveness of scenario-based simulation training, it is recommended that this method be used in the clinical education of nursing students and nurses.

Background Performing CPR (Cardiopulmonary Resuscitation) is an extremely intricate skill whose success depends largely on the level of knowledge and skill of Anesthesiology students. Therefore, this research was conducted to compare the effect of the scenario-based training method as opposed to video training method on nurse anesthesia students’ BLS (Basic Life Support) knowledge and skills. Methods This randomized quasi-experimental study involved 45 nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran in 2022–2023. The practical room of the university formed the research environment. The participants were randomly divided into three groups of scenario-based training, video training, and control. Data were collected by a knowledge questionnaire and a BLS skill assessment checklist before and after the intervention. Results There was a significant difference between the students’ scores of BLS knowledge and skill before and after the educational intervention in both SG (scenario group) ( p  < 0.001) and VG (video group) ( p  = 0.008) ( p  < 0.001). However, no significant difference was observed in this regard in the CG (control group) ( p  = 0.37) ( p  = 0.16). Also, the mean scores of BLS knowledge and skills in the SG were higher than those in the VG ( p  < 0.001). Conclusion Given the beneficial impact of scenario-based education on fostering active participation, critical thinking, utilization of intellectual abilities, and learner creativity, it appears that this approach holds an advantage over video training, particularly when it comes to teaching crucial subjects like Basic Life Support.

Background Effective clinical communication skills are essential for dietitians as it impacts patient outcomes and satisfaction across diverse clinical and public healthcare settings. Despite its importance as a core competency, many dietetics programs, including those in Taiwan, need to provide sufficient training in this area. This study aimed to develop and assess a scenario-based simulation course to improve communication skills in dietetic students. Methods A non-randomized control group pretest–posttest design was used. The intervention consisted of a 12-week scenario-based simulation communication course divided into three units employing diverse teaching methods. One hundred nineteen third-year dietetic students from two universities were enrolled through convenience sampling, with 59 students in the experimental group and 60 in the control group. The experimental group participated in the course intervention, whereas the control group received no clinical communication skills training. Effectiveness was assessed by comparing participants' self-assessment of communication skills and Objective Structured Clinical Examination (OSCE) scores before and after the intervention and collecting feedback on learning satisfaction. Data were analyzed using paired t-tests and ANCOVA. Results The results showed that the post-test scores of the experimental group were significantly higher than those of the control group in terms of self-assessed clinical communication confidence, self-efficacy, and competence after controlling for pre-test scores. In the experimental group, the post-test OSCE scores were significantly higher than the pre-test scores, except for one item related to the nutrition assessment of diabetes. The intervention course's average learning satisfaction score was above 4.4 (out of 5 points). Conclusions This course effectively enhanced dietetic students’ clinical communication confidence, self-efficacy, and communication skills. These results can provide a reference for integrating clinical communication courses into undergraduate dietetics curricula.

Background. Acute intoxication-type inborn errors of metabolism (IEMs) present significant challenges in pediatric care. Prompt recognition and appropriate management are essential to prevent serious complications and reduce mortality. Recent studies increasingly highlight the use of quick response (QR) code-based tools to facilitate rapid intervention, particularly in emergency departments and primary healthcare settings. In this study, the effectiveness of a newly developed QR code-based algorithm, designed to support the accurate recognition and effective management of acute intoxication-type IEMs and, indirectly, to reduce sequelae and mortality, was evaluated for the first time. Methods. This study included 113 pediatric residents from two centers, one with (Group 1, n=77) and one without (Group 2, n=36) a mandatory pediatric metabolism rotation. All participants completed a scenario-based simulation with 10 clinical questions on a standardized patient case of acute intoxication-type inborn errors of metabolism, both before and after using the QR code-based algorithm. The algorithm, developed in accordance with international guidelines, was accessed via mobile devices. Pre- and post-intervention responses were compared using appropriate statistical tests. The effectiveness of the QR code in guiding the management of a simulated patient was analyzed. Results. Of the participants, 73 (64.6%) were female and 40 (35.4%) male; the median age was 28.0 years. Forty-two residents (37.2%) had previous experience in a pediatric metabolism unit. Correct identification of urgent treatment increased from 77.9% to 97.3% (p

Introduction In recent years, researchers have recognized the need to examine the relative effectiveness of different simulation approaches and the experiences of physicians operating within such environments. The current study experimentally examined the reflective judgments, cognitive processing, and clinical reasoning performance of physicians across live and video simulation environments. Methods Thirty-eight physicians were randomly assigned to a live scenario or video case condition. Both conditions encompassed two components: (a) patient encounter and (b) video reflection activity. Following the condition-specific patient encounter (i.e., live scenario or video), the participants completed a Post Encounter Form (PEF), microanalytic questions, and a mental effort question. Participants were then instructed to re-watch the video (i.e., video condition) or a video recording of their live patient encounter (i.e., live scenario) while thinking aloud about how they came to the diagnosis and management plan. Results Although significant differences did not emerge across all measures, physicians in the live scenario condition exhibited superior performance in clinical reasoning (i.e., PEF) and a distinct profile of reflective judgments and cognitive processing. Generally, the live condition participants focused more attention on aspects of the clinical reasoning process and demonstrated higher level cognitive processing than the video group. Conclusions The current study sheds light on the differential effects of live scenario and video simulation approaches. Physicians who engaged in live scenario simulations outperformed and showed a distinct pattern of cognitive reactions and judgments compared to physicians who practiced their clinical reasoning via video simulation. Additionally, the current study points to the potential advantages of video self-reflection following live scenarios while also shedding some light on the debate regarding whether video-guided reflection, specifically, is advantageous. The utility of context-specific, micro-level assessments that incorporate multiple methods as physicians complete different parts of clinical tasks is also discussed.