Clinical Simulation in Nursing RSS feed: Current Issue. Clinical Simulation in Nursing is an international, peer reviewed journal published online six times annually. Clinical Simulation in Nursing is the official journal of the International Nursing Association of Clinical and Simulated Learning (INACSL) and reflects the mission INACSL. The journal accepts manuscripts meeting one or more of the following criteria: Collaborating, mentoring, and networking for the advancement of nursing and health care education and practice through simulation and technology Integrating teaching strategies developed from simulation and technology Advancing nursing and health care through education, research, and technology Supporting the use of simulation and technology to enhance patient-centered care and evidence based practice Disseminating, reviewing, and updating knowledge, guidelines, regulations, and legislative policies that impact nursing and health care education and practice http://www.nursingsimulation.org/?rss=yesElsevier Inc.en © 2010 Published by Elsevier Inc. All rights reserved. Clinical Simulation in Nursing1876-139964July 2010 © 2010 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nursingsimulation.org/article/PIIS1876139910001374/abstract?rss=yesCover 110.1016/S1876-1399(10)00137-4Clinical Simulation in Nursing 6, 4 (2010)2010-07-01Clinical Simulation in Nursing2010-07-0164S1876-1399(10)X0004-4OFCOFChttp://www.nursingsimulation.org/article/PIIS1876139910000113/abstract?rss=yes Three very important things are happening in our nursing and simulation worlds this year.Momentous Events in the Nursing Simulation World in 2011Suzie Kardong-Edgren10.1016/j.ecns.2010.02.003Clinical Simulation in Nursing 6, 4 (2010)2010-05-17Clinical Simulation in Nursing2010-05-1764S1876-1399(10)X0004-4Editorialse127e127http://www.nursingsimulation.org/article/PIIS187613991000109X/abstract?rss=yesThe annual conference has recently come to an end, and attendees found that Las Vegas is more than just slot machines, twinkling bright lights, and glittery shows! The real treasure was discovered at the Flamingo conference venue, where the Programs Committee had organized a fabulous conference full of presentations, posters, and workshops presented by our members. I'm sure you all went home with new ideas and plans for your learning laboratories. So the question now becomes, Where will you find the time to do all these new things you have learned?President's MessageKim Leighton10.1016/j.ecns.2010.03.073Clinical Simulation in Nursing 6, 4 (2010)2010-07-01Clinical Simulation in Nursing2010-07-0164S1876-1399(10)X0004-4Editorialse129e129http://www.nursingsimulation.org/article/PIIS1876139909005258/abstract?rss=yesAbstract: A significant effort must be made to adequately prepare nursing students to anticipate personal reactions and develop appropriate coping mechanisms prior to graduation. It is particularly important for nursing curricula to equip students during academic and clinical experiences with skills necessary to productively cope with the stressors faced in difficult end-of-life situations if nurses are to be able to cope effectively in practice. Textbooks have been slow to include all content areas of end-of-life encouraged by the American Association of Colleges of Nursing presented at the End-of-Life Nursing Education Consortium in 2000. Simulation can be an effective teaching strategy to identify anxiety levels prior to clinical experiences and a venue for the exploration of learning and coping styles.The Simulation Imperative of End-of-Life EducationCam A. Hamilton10.1016/j.ecns.2009.08.002Clinical Simulation in Nursing 6, 4 (2010)2009-11-20Clinical Simulation in Nursing2009-11-2064S1876-1399(10)X0004-4Featured Articlese131e138http://www.nursingsimulation.org/article/PIIS1876139909005301/abstract?rss=yesAbstract: As the impact of medical mistakes and the significance of patient safety become more evident through the work of national agencies such as the Joint Commission on Accreditation of Healthcare Organizations, the Institute for Healthcare Improvement, and the Agency for Healthcare Research and Quality, health care organizations are searching for innovative techniques to train hospital personnel on providing safe patient care. High-fidelity human patient simulation has gained popularity in the fields of nursing and medical education and for orientation programs that introduce new nurses to critical care. However, creative methods for the application of high-fidelity simulation in the continued professional development and education of experienced nursing personnel, residents, respiratory therapists, pharmacists, and doctors remain limited within the hospital setting. This article highlights the significance of simulation in health care and the impact, for members of the health care delivery team, of simulation-based training on decision making, critical thinking skills, teamwork, effective communication, and patient safety.Multidisciplinary Simulation Centers: Promoting Safe PracticeAbigail C. Strouse10.1016/j.ecns.2009.08.007Clinical Simulation in Nursing 6, 4 (2010)2009-12-25Clinical Simulation in Nursing2009-12-2564S1876-1399(10)X0004-4Featured Articlese139e142http://www.nursingsimulation.org/article/PIIS1876139909005489/abstract?rss=yesAbstract: Psychosocial vital signs (PVSs) are a recently developed nursing tool measuring psychosocial variables of health. High-fidelity simulation, an interactive method of teaching PVSs, is designed for progressive implementation across the undergraduate nursing program curriculum. While learning basic assessment skills, students are introduced to PVS components as essential variables in assessing patients holistically. In a review of conceptual understanding of PVSs, this article states a threefold purpose for their use. Underlying theoretical premises of PVSs are presented, and components of the three-phase curriculum for teaching PVSs are discussed. Faculty roles in implementing the curriculum are summarized.Teaching Psychosocial Vital Signs Across the Undergraduate Nursing CurriculumCharlotte M. Spade, Margaret Mulhall10.1016/j.ecns.2009.10.002Clinical Simulation in Nursing 6, 4 (2010)2009-12-31Clinical Simulation in Nursing2009-12-3164S1876-1399(10)X0004-4Featured Articlese143e151http://www.nursingsimulation.org/article/PIIS1876139909005696/abstract?rss=yesAbstract: The ability to demonstrate clinical judgment while applying critical and reflective thinking skills is mandatory for nurses (). Yet research has demonstrated that new nursing graduates have difficulty transferring knowledge and skills to the clinical setting (). Simulation provides faculty an innovative strategy to promote meaningful learning and facilitate the development of safe, effective, and competent graduates. This article discusses the integration of concept mapping and cause-and-effect diagramming as components of a simulated experience in an effort to facilitate the development of critical and reflective thinking.Synergistic Integration of Concept Mapping and Cause and Effect Diagramming Into Simulated ExperiencesSharon Decker, Amy Moore, Wendy Thal, Laura Opton, Sandra Caballero, Mercedes Beasley10.1016/j.ecns.2009.11.010Clinical Simulation in Nursing 6, 4 (2010)2010-04-05Clinical Simulation in Nursing2010-04-0564S1876-1399(10)X0004-4Featured Articlese153e159http://www.nursingsimulation.org/article/PIIS1876139909005702/abstract?rss=yesAbstract: Nurse educators may use homecare simulation experiences to enhance the learning of nursing students and help fill the need for community clinical practice. Simulation experience gives students a safe opportunity to expand the skills and critical thinking needed for community health nursing, in addition to increasing self-confidence. This article presents a two-part scenario that adds telenursing technology to a homecare simulation experience in order for students to become comfortable with the technology. By understanding telenursing, students may learn that telenursing is a way to provide appropriate care to a large number of clients, potentially inspiring community nursing as a career option.Teaching Community Telenursing with SimulationGloria Benhuri10.1016/j.ecns.2009.11.011Clinical Simulation in Nursing 6, 4 (2010)2010-03-12Clinical Simulation in Nursing2010-03-1264S1876-1399(10)X0004-4Featured Articlese161e163