Perception of simulation-based education among nursing and midwifery students in Tanzania: a qualitative study [0.03%]
坦桑尼亚护理和助产学生对模拟教学法的认识：一项质性研究
Rosemary M Malya,Michael J Mahande,Kristin H Urstad et al.
Rosemary M Malya et al.
Background: While many nursing programs in developed countries have implemented simulation-based education as a pedagogic method of teaching, implementation of simulation in developing countries like Tanzania is rare. Tra...
Exploring the potential of virtual reality in nursing education: learner's insights and future directions [0.03%]
探索虚拟现实在未来护理教育中的潜力：学习者的见解和未来方向
Frode Johansen,Helge Toft,Odd Rune Stalheim et al.
Frode Johansen et al.
Aim/objective: This study aims to explore the perceptions of nursing students on virtual reality (VR) technology, focusing on its utility, relevance, user-friendliness, and potential for broader integration into nursing e...
Physiological team dynamics explored: physiological synchrony in medical simulation training [0.03%]
生理团队动力学探索：医疗模拟训练中的生理同步性
Rafael Wespi,Andrea N Neher,Tanja Birrenbach et al.
Rafael Wespi et al.
Introduction: For researchers and medical simulation trainers, measuring team dynamics is vital for providing targeted feedback that can lead to improved patient outcomes. It is also valuable for research, such as investi...
Neonatal resuscitation skills acquisition among healthcare providers after Helping Babies Breathe simulation training using improved tools across two regions in Tanzania [0.03%]
在坦桑尼亚两个地区使用改进工具进行帮助婴儿呼吸模拟培训后医疗保健提供者获得新生儿复苏技能的情况
Florence Salvatory Kalabamu,Vickfarajaeli Daudi,Robert Moshiro et al.
Florence Salvatory Kalabamu et al.
Introduction: Neonatal mortality is high in middle- and low-income countries, including Tanzania. Most of these deaths are preventable and linked to suboptimal quality of care. In this study, we assessed neonatal resuscit...
What can simulation educators learn from the reluctant participant? An exploration of the factors influencing engagement amongst adult learners participating in paediatric simulation training [0.03%]
模拟教育工作者能从不情愿的参与者那里学到什么？对参与儿科模拟训练的成人学习者影响其参与程度的因素探索
Laura Newhouse,Ngaire Polwart
Laura Newhouse
Background: Simulation educators are typically passionate advocates for simulation as a training modality; however, we frequently encounter participants who do not share our enthusiasm. The voice of the highly engaged par...
Combining forces to improve simulation-based practices for Emergency Preparedness and Disaster Responses [0.03%]
合力改善基于仿真的紧急应对和灾害响应实践
Guillaume Alinier,Linda Sonesson
Guillaume Alinier
When is synthetic sufficient? Ethical considerations and alternatives in simulation-based ultrasound education [0.03%]
合成足够了吗？模拟超声教育中的伦理考量与替代方案
Andrea J Doyle,Claire M Condron
Andrea J Doyle
Simulation-based education (SBE) has become an integral part of training in health professions education, offering a safe environment for learners to acquire and refine clinical skills. As a non-ionising imaging modality, ultrasound is a do...
To intubate or to resuscitate: the effect of simulation-based training on advanced airway management during simulated paediatric resuscitations [0.03%]
气管插管还是心肺复苏：模拟训练对模拟儿科心肺复苏期间高级气道管理的影响
C Donath,A Leonhardt,T Stibane et al.
C Donath et al.
Background: We aimed to measure the effect of a 2-day structured paediatric simulation-based training (SBT) on basic and advanced airway management during simulated paediatric resuscitations. ...
Beyond reliability: assessing rater competence when using a behavioural marker system [0.03%]
基于行为事件的评估中的评价者胜任力分析超越了可靠性研究
Samantha Eve Smith,Scott McColgan-Smith,Fiona Stewart et al.
Samantha Eve Smith et al.
Background: Behavioural marker systems are used across several healthcare disciplines to assess behavioural (non-technical) skills, but rater training is variable, and inter-rater reliability is generally poor. Inter-rate...
More than a feeling: emotional regulation strategies for simulation-based education [0.03%]
不止是感觉：基于模拟教育的情感调节策略
Vicki R LeBlanc,Victoria Brazil,Glenn D Posner
Vicki R LeBlanc
Simulation-based education often involves learners or teams attempting to manage situations at the limits of their abilities. As a result, it can elicit emotional reactions in participants. These emotions are not good or bad, they simply ar...