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Updated: Jun 27, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Introducing simulation technologies in nurse education: a nursing practice perspective.

H Rystedt¹, B Lindström

¹Department of Education, Göteborg University and Department of Nursing, University of Trollhättan-Uddevalla, Vänersborg, Sweden.

Nurse Education in Practice

|November 28, 2008

Summary

This summary is machine-generated.

Computer simulations offer valuable training for nurses, particularly for complex tasks like patient assessment and intervention management. Integrating these dynamic tools into nursing curricula enhances learning beyond traditional methods.

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Last Updated: Jun 27, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Nursing Education
Medical Simulation Technology
Healthcare Professional Training

Background:

Computer simulations are increasingly used in nursing and medicine for training.
A participatory design approach was used, focusing on nursing practice to explore educational value.
Existing training methods may not fully capture the dynamic and complex nature of nursing tasks.

Purpose of the Study:

To explore the educational value of simulation technologies in nurse education.
To identify nursing tasks that are difficult to learn and how simulations can aid in their management.
To compare the effectiveness of simulations with traditional teaching media.

Main Methods:

An empirical study involving interviews with nurses of varying experience levels.
Exploration of nursing tasks perceived as difficult to learn.
Assessment of how simulation technologies could facilitate learning these tasks.

Main Results:

Six key aspects of nursing expertise were identified: patient status judgment, care monitoring, intervention prioritization, communication, staff cooperation, and complexity management.
Simulations were found useful for dynamic and complex aspects of nursing expertise.
Simulations were considered more beneficial than traditional media for dynamic features, but less so for human interaction aspects.

Conclusions:

Simulation technologies are a valuable complementary tool for nurse education, especially for dynamic and complex skills.
The integration of simulations into the nursing curriculum is crucial for maximizing their educational contribution.
While effective for many aspects, simulations may be less impactful for training purely human interaction skills.