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Related Concept Videos

Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Related Experiment Video

Updated: Jun 17, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

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

Published on: August 9, 2024

Collaborative simulation project to teach scope of practice.

Joyce Simones1, Joan Wilcox, Kim Scott

  • 1St. Cloud State University, Department of Nursing, St. Cloud, Minnesota 56301, USA. jmsimones@stcloudstate.edu

The Journal of Nursing Education
|January 9, 2010
PubMed
Summary
This summary is machine-generated.

Nursing students enhanced leadership and cultural competence through a collaborative simulation project. This hands-on experience in a simulated hospital setting fostered practical skill application and reflective learning.

Related Experiment Videos

Last Updated: Jun 17, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

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

Published on: August 9, 2024

Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Clinical Skills Development

Background:

  • Nursing education requires innovative methods to teach leadership and culturally competent care.
  • Simulation offers a safe environment for students to practice complex clinical scenarios.
  • Interprofessional collaboration is key to developing comprehensive nursing curricula.

Purpose of the Study:

  • To develop and implement a simulation project for nursing students.
  • To enhance the practice of leadership principles and culturally competent care.
  • To facilitate student reflection on performance in a simulated clinical setting.

Main Methods:

  • Faculty from three nursing schools collaborated on project design.
  • A simulated five-bed hospital environment was established.
  • Students worked in teams to provide care and participated in debriefing sessions.

Main Results:

  • Students applied leadership principles in a simulated care setting.
  • Culturally competent care practices were integrated into student activities.
  • Debriefing sessions facilitated critical reflection on student performance.

Conclusions:

  • Simulation projects are effective for practicing leadership and cultural competence in nursing.
  • Collaborative development enhances the scope and impact of simulation in nursing education.
  • Reflective debriefing is crucial for consolidating learning from simulation exercises.