Article
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

Background: Developing engaging pre-simulation learning materials that provide contextualized patient information is needed to best prepare students for nursing simulation. One emerging strategy that can be used by educators to create visual images for storytelling is generative artificial intelligence (AI). Purpose: The purpose of this pilot study was to determine how the use of generative-AI created patient backstories as a pre-simulation strategy might affect student engagement and learning in nursing simulation. Methods: A qualitative cross-sectional survey with content analysis was completed with undergraduate nursing students following an acute care simulation. Results: Student surveys point to positive pedagogical outcomes of using AI image-generation as a strategy to prepare for simulation such as decreased anxiety in simulation, increased preparatory knowledge, and increased emotional connection with the patient’s story. Conclusions: Images created with generative AI hold promise for future research and transforming nursing education. Keywords- artificial intelligence, patient simulation, pedagogy, nursing education

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... Students demonstrated strong emotional 345 responses to AI-generated images, which heightened their under-346 standing of AI, facilitated self-reflection on their moral and profes-347 sional identities, but also revealed issues related to image accuracy 348 and bias/stereotypes (Reed et al., 2023). The use of AI-generated 349 backstories effectively reduced simulation anxiety and improved stu-350 dent engagement and learning (Reed & Dodson, 2024). The AI nursing 351 course resulted in increased medical AI readiness among students, 352 with 67.8 % of students in the experimental group advocating for the 353 inclusion of an AI course in the nursing curriculum (Taskiran, 2023). ...
Article
Objective: This review aimed to explore and categorize AI-based teaching strategies in nursing education, examining their effectiveness, applications, and outcomes. Design: Scoping Review Data Sources: Five electronic databases—PubMed, CINAHL, Scopus, Web of Science, and ERIC. Review Methods: This review adhered to the five-step framework proposed by Arksey and O'Malley (2005). Inclusion criteria were established to focus on research involving AI-based teaching strategies in nursing education. Results: Sixteen articles met the inclusion criteria for this review. The AI technologies utilized varied widely, with strategies categorized into three primary types: (1) AI-driven simulation-based learning, (2) AI-augmented instruction, and (3) AI-generated content and tools. AI-driven simulation-based learning generally enhanced student participation and clinical understanding. AI-augmented instruction improved critical thinking and problem-solving skills, while AI-generated content and tools contributed to increased engagement and better preparation for simulations. Conclusion: AI has the potential to transform nursing education by providing immersive, interactive learning experiences. Nurse educators should consider integrating AI technologies while future research refines applications and explores their long-term effects on educational outcomes.
... In nursing simulation education, the use of generative AI has been reported to offer the potential for easier and faster development and enhancement of innovative simulation scenarios and evaluation tools [40,41]. It has also been suggested that generative AI can increase student immersion in simulation settings, thereby enhancing the effectiveness of education [39,42]. However, due to the potential for misinformation, missing information, or incomplete information in simulation education, the development process cannot be fully replaced by AI. ...
Article
Full-text available
The advent of artificial intelligence (AI) has prompted the introduction of novel digital technologies, including mobile learning and metaverse learning, into nursing students’ learning environments. This study used text network and topic modeling analyses to identify the research trends in generative AI in nursing education for students and patients in schools, hospitals, and community settings. Additionally, an ego network analysis using strengths, weaknesses, opportunities, and threats (SWOT) words was performed to develop a comprehensive understanding of factors that impact the integration of generative AI in nursing education. The literature was searched from five databases published until July 2024. After excluding studies whose abstracts were not available and removing duplicates, 139 articles were identified. The seven derived topics were labeled as usability in future scientific applications, application and integration of technology, simulation education, utility in image and text analysis, performance in exams, utility in assignments, and patient education. The ego network analysis focusing on the SWOT keywords revealed “healthcare”, “use”, and “risk” were common keywords. The limited emphasis on “threats”, “strengths”, and “weaknesses” compared to “opportunities” in the SWOT analysis indicated that these areas are relatively underexplored in nursing education. To integrate generative AI technology into education such as simulation training, teaching activities, and the development of personalized learning, it is necessary to identify relevant internal strengths and weaknesses of schools, hospitals, and communities that apply it, and plan practical application strategies aligned with clear institutional guidelines.
... Exposing UoA students to cases shared with other groups led to a more comparable future CMHL group residency progress compared with the case-no-case curriculum. (Harmon et al., 2021) (Reed & Dodson, 2024) [45,71] . ...
Article
At present, interest in the use of innovative methods and technologies that depend on the Internet has increased to develop medical education skills further, so this article aimed to describe the activities of blended learning using Interactive Learning because of its great importance in increasing the area of teaching and learning, which is one of the most important requirements for blended education in Iraq, so the importance of Interactive Learning and the types and methods used in its use in the field of education for the students of the medical group were highlighted.
Article
Full-text available
Artificial Intelligence (AI) has the potential to revolutionize medical training, diagnostics, treatment planning, and healthcare delivery while also bringing challenges such as data privacy, the risk of technological overreliance, and the preservation of critical thinking. This manuscript explores the impact of AI and Machine Learning (ML) on healthcare interactions, focusing on faculty, students, clinicians, and patients. AI and ML's early inclusion in the medical curriculum will support student-centered learning; however, all stakeholders will require specialized training to bridge the gap between medical practice and technological innovation. This underscores the importance of education in the ethical and responsible use of AI and emphasizing collaboration to maximize its benefits. This manuscript calls for a re-evaluation of interpersonal relationships within healthcare to improve the overall quality of care and safeguard the welfare of all stakeholders by leveraging AI's strengths and managing its risks.
Article
Background Artificial intelligence pedagogies are increasingly commonplace in health care education, and limited information guides their application in didactic nursing environments. Purpose To examine the current state of artificial intelligence–based pedagogies used in didactic nursing education. Design The review was conducted using Arksey and O’Malley’s scoping review framework and the Joanna Briggs Institute’s System for the Unified Management, Assessment, and Review of Information platform. Literature is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews. Methods The review included articles published between January 1, 2013, and July 23, 2024, in MEDLINE (via PubMed), Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, World Science, and Google Scholar. Two reviewers independently assessed all articles. Results Themes for the 16 included articles were generative artificial intelligence and pairing artificial intelligence with other pedagogical strategies. Conclusions More research is needed to examine artificial intelligence–based pedagogies in didactic nursing education.
Article
Background: Generative AI tools may soon be integrated into healthcare practice and research. Nurses in leadership roles, many of whom are doctorally prepared, will need to determine whether and how to integrate them in a safe and useful way. Objective: The objective of this study was to develop and evaluate a brief intervention to increase PhD nursing students' knowledge of appropriate applications for using generative AI tools in healthcare. Methods: We created didactic lectures and laboratory-based activities to introduce generative AI to students enrolled in a nursing PhD data science and visualization course. Students were provided with a subscription to Chat GPT 4.0, a general-purpose generative AI tool, for use in and outside the class. During the didactic portion, we described generative AI and its current and potential future applications in healthcare, including examples of appropriate and inappropriate applications. In the laboratory sessions, students were given three tasks representing different use cases of generative AI in healthcare practice and research (clinical decision support, patient decision support, and scientific communication) and asked to engage with ChatGPT on each. Students (n=10) independently wrote a brief reflection for each task evaluating safety (accuracy, hallucinations) and usability (ease of use, usefulness, and intention to use in the future). Reflections were analyzed using directed content analysis. Results: Students were able to identify the strengths and limitations of ChatGPT in completing all three tasks and developed opinions on whether they would feel comfortable using ChatGPT for similar tasks in the future. They also all reported increasing their self-rated competency in generative AI by one to two points on a 5-point rating scale. Conclusions: This brief educational intervention supported doctoral nursing students in understanding the appropriate uses of ChatGPT, which may support their ability to appraise and use these tools in their future work.
Article
Full-text available
While artificial intelligence (AI) has been integral in daily life for decades, the release of open generative AI (GAI) such as ChatGPT has considerably accelerated scholars’ interest in the impact of GAI in education. Both promises and fears of GAI have been becoming apparent. This quantitative study explored teachers’ perspectives on GAI and its potential implementation in education. A diverse group of teachers (N = 147) completed a validated survey sharing their views on GAI technology in terms of its use, integration, potential, and concerns. Overall, the teachers express positive perspectives towards GAI regardless of their teaching style. The findings of the study suggest that the more frequently teachers used GAI, the more positive their perspectives became. The teachers believed that GAI could enhance their professional development and could be a valuable tool for students. Although no guarantee exists that teachers’ perspectives translate into actions, previous research shows that technology integration and diffusion is highly dependent on teachers’ initial views. The findings of this study have implications on how GAI may be integrated in teaching and learning practices.
Article
Full-text available
Generative artificial intelligence (AI) allows for the transformation of written text into artistic images of varying styles. Scholars and researchers are beginning to explore the benefits of this technology to improve reflective practices and critical analyses in education. The extent to which AI-generated images can be used in nursing education (e.g., to explore cultural stereotypes or visual representations of the nursing profession) has not yet been studied. This article describes a case study of using generative-AI images created by Midjourney with undergraduate nursing students to examine their perceptions and fears of the nursing profession. The research explored how students experienced the process of using AI-generated art as a teaching tool to increase their reflections and discussions on professional nursing topics. Images were used to encourage both individual and collaborative reflection and discussion on nursing topics. Results of this qualitative, exploratory study point to therapeutic and technological outcomes of using AI image-generation as a strategy to encourage reflection and discussion on student’s perceptions and fears of the nursing profession. Implications for education and practice are discussed. Keywords- artificial intelligence, image-generation, Midjourney, nursing education https://www.learntechlib.org/primary/p/222304/
Article
Full-text available
Generative artificial intelligence (AI) is a type of AI that allows for the creation of brand-new content. It uses machine learning from massive data sets to create images, video, and text. With AI on the rise in society and in health care, nurse educators need to find ethical ways to integrate these technologies into educational practices. Although research is in its infancy early benefits of using images in healthcare education include increasing students' self-reflection, emotional intelligence, critical analysis, and dialogue on complex topics, which are all essential skills in building clinical judgment. Pragmatically, nursing educators can use these unique images to support visual learning and reflection in the classroom, laboratory, simulation, and clinical settings. Generative AI can also allow students and educators to explore mental representations and the public image of nursing in the culture. Generative AI technologies, and particularly AI-based image generation, can be a powerful teaching method to connect art, emotional processing, and reflection, which, when combined, can provide meaningful learning experiences for students.
Article
Full-text available
Background: High anxiety during simulation has been well documented with calls to reduce students' anxiety. Simulation anxiety is often assumed to be harmful to students and a variety of anxiety-reducing interventions have been suggested. The purpose of this study was to explore the effect of different types of anxiety on the clinical judgment of undergraduate nursing students in simulation. Methods: This research used a one-group repeated measures quantitative design using the conceptual framework of Tanner's (2006) model of clinical judgment. Results: Anxiety did not have a significant impact on clinical judgment, both overall and within each of the four phases of Tanner's (2006) model. Conclusion: The findings imply a changed focus to reframe anxiety and how we think about its effects. Understanding that not all anxiety is debilitating but some is facilitative challenges the assumption that faculty need to attempt to lower students' anxiety in simulation. Rather than seeking to lower anxiety for all students, nursing educators should help students function despite anxiety, in order to prepare them for real world nursing practice. Cite this article: Reed, J.M. (2022, Month). Simulation Anxiety and its Effect on Clinical Judgment for Undergraduate Nursing Students. Clinical Simulation in Nursing , 000, 1-8. https://doi.
Article
Full-text available
Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-depth interviews with 10 Korean leading teachers in AI in Education (AIED), the study found that teachers perceived capacity and subject-matter knowledge building as the optimal learning goals for SAC. SAC can be facilitated through interdisciplinary learning, authentic problem solving, and creative tasks in tandem with process-oriented assessment and collaboration performance assessment. While teachers expressed instruction on AI principles, data literacy, error analysis, AI ethics, and AI experiences in daily life were crucial support, AI needs to offer an instructional scaffolding and possess attributes as a learning mate to enhance student-AI interaction. In addition, teachers highlighted systematic AIED policy, flexible school system, the culture of collaborative learning, and a safe to fail environment are significant. Teachers further anticipated students would develop collaboration with AI through three stages: (1) learn about AI, (2) learn from AI, and (3) learn together. These findings can provide a more holistic understanding of the AIED and implications for the educational policies, educational AI design as well as instructional design that are aimed at enhancing SAC in learning.
Article
Full-text available
Digital storytelling (DST) is a collaborative and participatory art-based approach based on experiential narratives. This column provides strategies and tips for using DST. As part of continuing education, DST training should provide information about health care experiences to enhance learning for nurses. The use of DST can foster self-knowledge and professional identity.
Article
Full-text available
Aim: To evaluate the effects of a novel, immersive digital story intervention on empathy. Design: A randomized trial with three phases. Results: A total of 238 2nd year nursing students were recruited between May 2018 and December 2019. At baseline, no significant differences in empathy between the groups were found (p = .760). However, at post-test, empathy was significantly higher in the intervention group (M: 118.76, SD: 10.65) than it was in the control group (M: 114.60, SD: 15.40) (p = .012). At follow-up, there were no significant differences in empathy between the groups (p = .364). Conclusion: The intervention resulted in an immediate increase in empathy in nursing students. However, further development of effective intervention delivery modes and fundamental redesign of the intervention itself would be needed to sustain this improvement over the long term.
Article
Full-text available
Objective: Engaging presimulation activities are needed to better prepare undergraduate nursing students to participate in clinical simulations.Methods: Design: We created a series of virtual simulation games (VSGs) to enhance presimulation preparation. This involved creating learning outcomes, assessment rubrics, decision point maps with rationale, and filming scripts. Setting: This was a multi-site project involving four universities across Ontario, Canada. Participants: Games were to be embedded within undergraduate nursing courses and used as presimulation preparation before participating in a traditional live simulation. Four existing bilingual peer-reviewed simulation scenarios were transformed into VSGs to be used for presimulation preparation. The team selected critical decision-points from each scenario to form the basis of each VSG, created filming scripts, and filmed and assembled video clips.Results: Our project generated four bilingual presimulation preparation VSGs with a user-friendly, low-cost VSG design process.Conclusions: We have demonstrated that nurse educators can easily create contextually relevant VSGs addressing program gaps.
Article
Full-text available
This study examines the current state of artificial intelligence (AI)-based technology applications and their impact on the healthcare industry. In addition to a thorough review of the literature, this study analyzed several real-world examples of AI applications in healthcare. The results indicate that major hospitals are, at present, using AI-enabled systems to augment medical staff in patient diagnosis and treatment activities for a wide range of diseases. In addition, AI systems are making an impact on improving the efficiency of nursing and managerial activities of hospitals. While AI is being embraced positively by healthcare providers, its applications provide both the utopian perspective (new opportunities) and the dystopian view (challenges to overcome). We discuss the details of those opportunities and challenges to provide a balanced view of the value of AI applications in healthcare. It is clear that rapid advances of AI and related technologies will help care providers create new value for their patients and improve the efficiency of their operational processes. Nevertheless, effective applications of AI will require effective planning and strategies to transform the entire care service and operations to reap the benefits of what technologies offer.
Article
Full-text available
Arts subjects are often included in medical school curricula to facilitate the exploration of non-scientific elements of medicine, such as communication, social, political, emotional and spiritual issues. However, little research has reported on students' experience of arts teaching. Performing Medicine is a programme created by the Clod Ensemble theatre company in collaboration with Barts and The London School of Medicine and Dentistry, and the Department of Drama at Queen Mary University, London. Professional artists run a range of workshops exploring issues relating to health care and work to develop students' professional skills in self-presentation, observation, communication, self-care and their understanding of difference. This article presents an analysis of student-written material about Performing Medicine. A dataset of written student materials (reflections and feedback), drawn from three academic years (2006-2009), was analysed using the qualitative methods of thematic analysis and word frequency analysis. Five prevalent themes were identified: (i) Acting like a doctor; (ii) Developing broader awareness of others; (iii) The self in focus; (iv) The art of communication, and (v) A place for arts-based teaching within the medical curriculum. The corpus linguistic analysis confirmed and elaborated on the five themes found in the thematic analysis. Students generally felt that arts teaching made a valuable contribution to the medical curriculum. Many felt the training would reduce 'performance anxiety' in situations such as examinations, presentations and new placements. Group work developed camaraderie and students enjoyed the opportunity to learn new skills through creative writing, theatre and movement sessions. Some sessions developed students' ability to engage with and relate to people from very different backgrounds than their own.
Article
Full-text available
h4>ABSTRACT This article reviews the growing body of research on clinical judgment in nursing and presents an alternative model of clinical judgment based on these studies. Based on a review of nearly 200 studies, five conclusions can be drawn: (1) Clinical judgments are more influenced by what nurses bring to the situation than the objective data about the situation at hand; (2) Sound clinical judgment rests to some degree on knowing the patient and his or her typical pattern of responses, as well as an engagement with the patient and his or her concerns; (3) Clinical judgments are influenced by the context in which the situation occurs and the culture of the nursing care unit; (4) Nurses use a variety of reasoning patterns alone or in combination; and (5) Reflection on practice is often triggered by a breakdown in clinical judgment and is critical for the development of clinical knowledge and improvement in clinical reasoning. A model based on these general conclusions emphasizes the role of nurses' background, the context of the situation, and nurses' relationship with their patients as central to what nurses notice and how they interpret findings, respond, and reflect on their response. AUTHOR Dr. Tanner is A.B. Youmans-Spaulding Distinguished Professor, Oregon & Health Science University, School of Nursing, Portland, Oregon. Address correspondence to Christine A. Tanner, PhD, RN, A.B. Youmans-Spaulding Distinguished Professor, Oregon & Health Science University, School of Nursing, 3455 SW U.S. Veterans Hospital Road, Portland, OR 97239; e-mail: tannerc@ohsu.edu .</p
Article
Background: Empathy is a desired characteristic in nurses, but its development is often overlooked in nursing simulation. Purpose: This study evaluated the effect of a storytelling and empathy training intervention to enhance empathy development in simulation-based learning. Methods: A quasi-experimental control group design was used to evaluate differences in self-perceived and observed empathy in undergraduate nursing students (N = 71). Relationships between self-perceived and observed empathy were also assessed. Results: Repeated-measures analysis of variance revealed a statistically significant increase in self-perceived empathy, and higher, but nonstatistically significant differences in observed empathy for subjects in the treatment condition. No relationship between self-perceived and observed empathy was observed. Conclusions: Storytelling and empathy training may augment simulation-based learning experiences to promote empathy development in undergraduate nursing students.
Article
Background: Transgender individuals continue to face stigma and discrimination within the health care system. Sharing the lived experience of transgender pregnant men can increase awareness, understanding, and empathy for this underrepresented population. Method: A transgender man (and advocate) shared his pregnancy experiences with students enrolled in a maternity course. Students completed pre- and postpresentation surveys on their perceptions of working with transgender patients and the importance of providing transgender-affirming care. Results: Students reported the speaker's presentation increased their awareness of the experience of transgender patients. Many students reported increased interest and desire to provide trans-affirming care. Conclusion: Nursing faculty can provide opportunities for students to meet and speak with transgender patients as a strategy to increase empathy and reduce discrimination toward transgender patients in health care. [J Nurs Educ. 2022;61(8):489-492.].
Article
This study provides research-based evidence to profile: (1) the roles of artificial intelligence in nursing, (2) its research applications, and (3) the research trends for future study. On the basis of the PRISMA statement, a series of AI and nursing education related keywords from the literature were used to retrieve high-quality journal articles from the Web of Science. A total of 112 AI-supported nursing education research articles were analyzed based on a three-dimensional framework, including interaction (e.g. the roles of AI, types of AI systems), research (e.g. methods and fields), and performance (e.g. research groups and measurement foci). The results revealed that AI played a primary role in profiling and prediction in nursing research (63%), and the most used AI system in nursing was intelligent agents (53%). The quantitative approach (87%) was the dominant research method, and the most relevant studies concerned health and medicine (92%). Regarding sample and measurement matters, patients and medical staff (75%) were the two primary research samples, and the performance evaluation of AI-related tools and systems (90%) was the core measurement focus. Additional content analysis across the three research interests was performed and discussed. Directions for future studies are provided.
Article
Background The use of pictures or art-cards during debriefing may help deepen self-reflection and add a new unexplored dimension to simulation. Purpose This study evaluated the use of art-cards (various interesting pictures attached to 6 × 8 file cards) to help nursing students with their reflections on their “clinical take home” learning. Research questions addressed the differences in the number of words and the kinds of words used when students debriefed with and without art cards. Methods A quasi-experimental mixed methods cross over design was used for this study. A convenience sample of 42 students serving as their own controls participated in two medical surgical simulation scenarios; one scenario was conducted with debriefing in the traditional manner and the other after choosing an art card to depict their feelings. All scenarios were digitally recorded and transcribed verbatim. Results There was a significant increase in the number of words spoken when using pictures. Three themes were identified in the students’ words when pictures were used: channeling feelings, making sense, and becoming. Conclusion Findings from this pilot study indicate that art-card enhanced debriefing may help students to integrate learning and emotions in new ways, raising new and intriguing research questions.
Article
Background Research on technologies based on artificial intelligence in healthcare has increased during the last decade, with applications showing great potential in assisting and improving care. However, introducing these technologies into nursing can raise concerns related to data bias in the context of training algorithms and potential implications for certain populations. Little evidence exists in the extant literature regarding the efficacious application of many artificial intelligence -based health technologies used in healthcare. Objectives To synthesize currently available state-of the-art research in artificial intelligence -based technologies applied in nursing practice. Design Scoping review Methods PubMed, CINAHL, Web of Science and IEEE Xplore were searched for relevant articles with queries that combine names and terms related to nursing, artificial intelligence and machine learning methods. Included studies focused on developing or validating artificial intelligence -based technologies with a clear description of their impacts on nursing. We excluded non-experimental studies and research targeted at robotics, nursing management and technologies used in nursing research and education. Results A total of 7610 articles published between January 2010 and March 2021 were revealed, with 93 articles included in this review. Most studies explored the technology development (n=55, 59.1%) and formation (testing) (n=28, 30.1%) phases, followed by implementation (n=9, 9.7%) and operational (n=1, 1.1%) phases. The vast majority (73.1%) of studies provided evidence with a descriptive design (level VI) while only a small portion (4.3 %) were randomised controlled trials (level II). The study aims, settings and methods were poorly described in the articles, and discussion of ethical considerations were lacking in 36.6% of studies. Additionally, one-third of papers (33.3%) were reported without the involvement of nurses. Conclusions Contemporary research on applications of artificial intelligence -based technologies in nursing mainly cover the earlier stages of technology development, leaving scarce evidence of the impact of these technologies and implementation aspects into practice. The content of research reported is varied. Therefore, guidelines on research reporting and implementing artificial intelligence -based technologies in nursing are needed. Furthermore, integrating basic knowledge of artificial intelligence -related technologies and their applications in nursing education is imperative, and interventions to increase the inclusion of nurses throughout the technology research and development process is needed.
Article
Background Research has provided evidence that students often choose not to complete ungraded or extra credit elective activities. While other fields have attempted to understand and address this issue, there is a dearth of knowledge on nursing students’ choices for completion of elective activities. Method A survey was completed by 133 nursing students following their congestive heart failure simulation to determine their completion or non-completion of the presimulation activities and their reasons behind this choice. Results This study found that student demographics were not predictors of student choice for engaging in elective assignments. Results also showed that preparedness, authority, apathy, and time were important reasons behind the completion or non-completion of additional learning opportunities. Conclusion This study provides evidence that nursing educators should use caution when interpreting the relationship between demographics and student choice. Educators should also be willing to explain the value of elective activities to nursing outcomes.
Article
Background Simulation based learning experiences help nurses gain skills necessary for independent practice. However, increased cognitive load placed on learners in simulation may affect learning outcomes. Objectives The purpose of this integrative review was to synthesize what is known about nurses' cognitive load in simulation and summarize measurement approaches. Data sources A search of CINAHL, Medline, ProQuest Nursing and Allied Health, and ERIC databases was limited to peer-reviewed studies published after 2006 in the English language, using the key words nurse, simulation, and cognitive load. Review Methods. Whittemore and Knafl's (2005) integrative review method was used. Studies investigating advanced practice nurses or interprofessional teams were excluded. Results Database and reference lists searches identified a total of 3077 records, and 20 met inclusion criteria. Simulation fidelity, time pressure, dual-tasking, interruptions, task complexity, distractions, and mismatched simulation objectives to learner ability increase nurses' cognitive load. However, past experience, pre-briefing, repeated scenarios, and worked-out modeling optimize cognitive load. Subjective and objective cognitive load measures help researchers understand cognitive load and define its relationship with other variables. Conclusions Simulation impacts nurses' cognitive load. Varying simulation designs to optimize cognitive load will improve learning outcomes. Future nursing simulation research should utilize well-validated cognitive load measures and measure cognitive load alongside other variables to further understand how cognitive load affects simulation outcomes.
Article
Background Undergraduate nursing students experience anxiety during simulation. Excessive anxiety can impair learning and performance. Method Nursing students (N = 96) from first and final semesters of a program participated in an exploratory, sequential, mixed-methods study to identify and rank anxiety sources from simulation components occurring in preparation, prebrief, implementation, and debriefing. Results Participants experienced high normal levels of anxiety that did not change across the curriculum. Having the title or role of primary nurse caused the highest level of anxiety, followed by concern about making a mistake. Conclusion Results provide understanding of sources of anxiety during simulation and support use of the INACSL Standards of Best Practice: SimulationSM (2016). Recommendations to mitigate anxiety are identified, which may lead to enhanced learning in this setting.
Article
Background: Although simulation debriefing has been widely explored in the literature, there has been less reflection on presimulation activities. This systematic review examined effectiveness of presimulation preparation and briefing activities for health care professionals and students. Methods: This review used Joanna Briggs Institute methodology and critical appraisal tools. Results: Twenty-one studies were included. Most were rated as moderate quality and conducted in the United States with nursing students. Conclusion: Presimulation preparation and briefing had positive effects on satisfaction and learning outcomes such as knowledge and skill performance. Presimulation activities should be tailored to learner levels of clinical and simulation experience. Cite this article: Tyerman, J., Luctkar-Flude, M., Graham, L., Coffey, S., & Olsen-Lynch, E. (2018, February). A systematic review of health care presimulation preparation and briefing effectiveness. Clinical Simulation in Nursing, 27(C), 12-25. https://doi.org/10.1016/j.ecns.2018.11.002.
Article
Background Recognizing the relationship of keen observation to communication, critical thinking, and leadership in evidence-based literature, educators have expanded the use of art museums to augment visual intelligence skills. The purpose of this pilot intervention was to evaluate an innovative, interdisciplinary approach for integrating visual intelligence skills into an advanced communications and collaboration course. Method Collaborating with museum educators, the intervention for doctoral students was conducted at the National Gallery of Art. The aims were to explore and evaluate observation skills, use of intentional language in communication, impact of visual intelligence on perception, and role of visual intelligence with empathy. Results Descriptive and nonparametric statistics highlighted significant differences in pre- to post-assessment scores related to the expansiveness of intentional visual observation, alternate views, perception and empathy, suggesting that visual intelligence training's impact can be identified and evaluated. Conclusion Healthcare providers' ability to communicate effectively, including observing, listening, explaining, and empathizing, significantly impacts healthcare outcomes and patient perceptions of satisfaction. All educators have access to a variety of two-dimensional art and the opportunity to implement interdisciplinary learning experiences to enhance visual intelligence. The intervention was considered a successful new learning modality for advanced communications skills and was integrated into the curriculum.
Article
Background: To develop well rounded professional nurses, educators need diverse pedagogical approaches. There is growing interest in arts-based pedagogy (ABP) as the arts can facilitate reflection, create meaning and engage healthcare students. However, the emerging body of research about ABP needs to be systematically examined. Objectives: To synthesize the best available evidence on the effectiveness of ABP in enhancing competencies and learning behaviors in undergraduate nursing education and to explore nursing students' experiences with art-based pedagogy. Inclusion criteria types of participants: The review considered studies that included participants who are undergraduate nursing students. Types of intervention(s)/phenomena of interest: The qualitative (QL) component considered studies investigating nursing students' experiences of ABP, and the quantitative (QN) component considered studies evaluating the effectiveness of ABP in undergraduate nursing education. Types of studies: The QL component considered QL studies including designs such as phenomenology, grounded theory, ethnography, action research and feminist research. The QN component considered studies that examined the effectiveness of ABP including designs such as randomized controlled trials, non-randomized controlled trials, quasi-experimental, before and after studies, prospective and retrospective cohort studies, case-control studies, analytical cross-sectional studies, case series, individual case reports and descriptive cross-sectional studies. Outcomes: The following QN outcomes of ABP were assessed: knowledge acquisition, level of empathy, attitudes toward others, emotional states, reflective practice, self-transcendence, cognitive/ethical maturity, learning behaviors and students' perspectives of ABP. Search strategy: An extensive three-step search strategy was conducted for primary research studies published between January 1, 1994 and April 7, 2015. The strategy included searching CINAHL, MEDLINE, ERIC, PsycINFO, Academic Search Complete, Arts and Humanities Citation Index, Art Full Text, Scopus, ProQuest Dissertations and Theses, A&I, and gray literature. Only studies published in English were included. Methodological quality: Two reviewers assessed all studies for methodological quality using appropriate critical appraisal checklists from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) or the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI). Data extraction: Data were extracted from included articles using the standardized data extraction tool from JBI-QARI or JBI-MAStARI. Data synthesis: Qualitative studies were pooled through a meta-synthesis. Data from the QN studies were combined using a narrative synthesis as a meta-analysis was not possible. The researchers used a segregated mixed methods approach to integrate the QL and QN components. Results: Twenty-one QL studies of high methodological quality were included. The two synthesized findings revealed that art forms could create meaning and inspire learning in undergraduate nursing education and that ABP can develop important learner outcomes/competencies for professional nursing. These synthesized findings received a moderate ConQual rating. Fifteen experimental/quasi-experimental studies of moderate methodological quality were included. The narrative synthesis suggested that ABP improved nursing students' knowledge acquisition, level of empathy, attitude toward others, emotional states, level of reflective practice, learning behaviors and aspects of cognitive/ethical maturity. In five cross-sectional studies, the majority of students had a positive perspective of ABP. When the QL and QN findings were interpreted as a whole, ABP appeared to facilitate learning in the cognitive and affective domains and may be especially useful in addressing the affective domain. Conclusion: Nurse educators should consider using ABP as students found that this approach offered a meaningful way of learning and resulted in the development of important competencies for professional nursing. The QN studies provide a very low level of evidence that ABP improved students' knowledge acquisition, level of empathy, attitude toward others, emotional states, level of reflective practice, learning behaviors and aspects of cognitive/ethical maturity. Although the QN findings can inform future research, the evidence is not robust enough to demonstrate improved outcomes.
Article
Debriefing for Meaningful Learning© (DML) is a method of debriefing that can be used in simulation environments and other clinical settings to foster student's reflective thinking and learning. It has been used successfully with prelicensure nursing students, graduate nursing students, and interdisciplinary health care students throughout the nursing curriculum with positive learning outcomes. This method can be challenging to learn because it uses Socratic questioning and principles of active learning to uncover thinking associated with actions, but once learned, DML can be a model for reflective thinking that students can use to develop clinical reasoning and become reflective practitioners. Moreover, DML challenges taken-for-granted assumptions in an iterative yet consistent process of group dialog that students can use long into their practice. This article describes how faculty can get started using DML and demonstrates the iterative process of the method with examples from simulation debriefing.
Article
In this article, transformative educators are encouraged to use an arts-based critical inquiry approach within their diversity-sensitive teaching practice. Using a Socratic dialogue, the authors describe how guided imagery, images, narratives, and poetry have been useful in developing transformative insights in relation to spiritual/ecological values, sexual orientation, and culture in the context of nursing and interdisciplinary professional education. Arts-based approaches that incorporate constructivist dimensions can potentially stimulate critical inquiry in educational settings that can spark the thoughtful dialogue and passion needed for practitioners to engage in emancipatory practices for social change. The underlying adult learning theoretical frameworks for this teaching and learning dialogue are transformative learning and unlearning.
art" is an ethical and copyright nightmare
  • L Plunkett
  • Creating
Plunkett L. AI creating "art" is an ethical and copyright nightmare. Kotaku Newsletter. August 25, 2022. Accessed August 28, 2023. https://kotaku.com/ai-art-dall-e-midjourney-stable-diffusioncopyright-1849388060
The importance of having K-12 students explore artificial intelligence: a working conversation about AI-based image generation
  • R E Ferdig
  • E Baumgartner
  • E Gandolfi
  • E C Ferdig
  • O C Ferdig
  • S Gandolfi
Ferdig RE, Baumgartner E, Gandolfi E, Ferdig EC, Ferdig OC, Gandolfi S. The importance of having K-12 students explore artificial intelligence: a working conversation about AI-based image generation [Editorial]. J Interactive Learn Res. 2023;34(2):185-212. Accessed August 25, 2023. https://www.learntechlib.org/ primary/p/222682
The importance of having K-12 students explore artificial intelligence: a working conversation about AI-based image generation [Editorial]
  • Ferdig