A standardized simulation course is expected to unify observation points and procedures, reduce oversights, and speed up and systematize treatment. [Spread of BLS to citizens] It is necessary to spread the recognition that BLS is something that everyone should do as a human being. There are few opportunities for the citizens to perform BLS, so it is necessary to make the procedure simple and easy to remember, and guidance that considers long-term memory. Setting touch time to a mannequin is excellent for skill acquisition. Improving BLS rates increases survival from out-of-hospital cardiac arrest. [Spread of BLS to healthcare providers] BLS is a basic procedure for all healthcare providers. BLS education is also essential for staff at health and welfare facilities for the elderly and sports facilities, as they encounter cardiac arrest with a certain frequency. [Spread of ALS] Perform ALS as a team when a patient suddenly cardiac arrest. Members are medical professionals of various occupations. These people can avoid errors by communicating as a team. This is an important factor leading to medical safety. The goal of cardiopulmonary resuscitation is cerebrum resuscitation. [Emergency Response] In order to prevent cardiac arrest, it is urgent to develop RRT, for medical safety.

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Japan Association for Simulation-based Education in Healthcare Professionals (JASEHP) was established in 2013 by combining two pre-existing academic associations. JASEHP performs annual academic meeting, peer-reviewed journal publication, online-newsletter publication. We also perform preparation for future accreditation agency of simulation-related faculties and institutions, and collaboration with simulation-related health-care associations. The mission of JASEHP is ‘Developing and providing various simulation-based education at the highest quality, leading to the world-wide healthcare promotion.’ We hope that JASEHP can be an interprofessional platform for simulation-based education in healthcare of Society 5.0.

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Aim: To clarify the usefulness of the fine particle visualization system （FPVS） by comparing the learning effects of its intervention in acquiring aseptic manipulation skills in basic nursing education course. Method: An intervention study was conducted on 81 second-year nursing students learning "aseptic manipulation" skills for the first time at University A. They were divided into the FPVS intervention group and the control group, and the trainings were conducted twice. The intervention group performed the trainings in front of FPVS. A questionnaire survey was administered to each group regarding the necessary knowledge and skills to acquiring the aseptic manipulation. The obtained responses were analyzed qualitatively and inductively. Results: The questionnaires were collected from 72 participants, 36 from both groups. The analysis resulted in aggregation of the intervention group into 12 categories including [to be aware of the presence of falling bacteria] and [to satisfy their patients’ safety, comfort, and independence]. The control group was aggregated into 9 categories including [to imagine the presence of invisible falling bacteria]. Discussion: Introducing FPVS is useful not only to improve skills, but also to develop the ability to recognize the subject of nursing and to make judgments toward appropriate actions.

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When training medical students in the practice of inserting a central venous catheter into the right internal jugular vein, we combined cadaveric education and hands-on practice using a simulator. In this study, we examined the effectiveness of this training using a questionnaire. Thirteen students were enrolled in this study. Respondents indicated that cadaveric education was useful for "understanding neck anatomy" (100.0%) and "visualization of internal jugular vein by ultrasound" and "ultrasound-guided puncture" (61.5% each). Additionally, based on the results of text-mining the freely stated opinions, we estimated that students gained a better understanding of the anatomy of the internal jugular vein and its surroundings, as well as a reduction in anxiety through hands-on practice with the simulator. We evaluated that the students had learnt the anatomy and procedural steps necessary to safely perform the procedure with this training.

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Introduction: Responding to perinatal cases is challenging for many paramedics; however, the limited number of actual cases creates a barrier to learning from experience. In the current study, we report on the development of educational materials and educational opportunities on this topic. Methods: The study participants were paramedics assigned either to an intervention group or a wait-list control group. The participants in the intervention group were asked to study the developed materials. The educational material was e-learning. Evaluation items included a knowledge test, a skills test, and a self-reported evaluation of confidence in responding to cases. Results: There were 33 participants in the intervention group and 21 in the wait-list control group. Although knowledge was acquired through e-learning, it was not retained. The provision of learning opportunities contributed to increased knowledge and confidence in judging and responding to situations.

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With the current worldwide spread of coronavirus infection, there is an increasing need to educate medical students on the proper donning and doffing personal protective equipment (PPE). However, there is no established educational and evaluation method for PPE donning and doffing. In this report, we describe our experience in practical training for infection control. Prior to the training, we had the students watch a video about the necessity of infection prevention in clinical practice and points to note when donning and doffing PPE. In the practical training, after putting on the N95 mask, face shield, gown, and gloves, fluorescent dye was sprayed in the surrounding area to contaminate them. Then they were asked to take off their PPEs and contamination of their bodies were evaluated using a glitter bug. In a survey conducted after 4 months of training, 71% of the students indicated that they were able to put on and take off the PPE. Our results showed that practicing donning and doffing PPE was effective in improving students' understanding of infection control. In the case of infection control, it is important that medical personnel are not contaminated during the doffing process. The use of fluorescent dyes and glitter bugs would allow for proper visual assessment.

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This study aimed to clarify how clinical practice instructors perceive the background of the interactive video practice approach as well as its effects and challenges after its implementation, and to examine methods of practice during the epidemic of novel coronavirus infection spread (COVID-19). The interactive video practice involved a situation in which university nursing students (hereafter referred to as "students") and pediatric patients that the students cared for during the practice (hereafter referred to as "patients") viewed each other’s video images and interacted with each other. The study subjects were 3 instructors involved in this practice, each of whom was interviewed once, and content analysis was conducted using a qualitative and descriptive approach. As a result, 3 core categories, 15 categories, and 35 subcategories were extracted. The instructors recognized [strong desire to understand the patients], [day-to-day guidance to ensure that both the patients and students would not be disadvantaged], [rediscovered the outcomes and challenges of the interactive video practice]. These findings indicate that the interactive video practice approach is a method that allows students to understand patients and discover individualized nursing care as in face-to-face clinical practice, and it also allows the development of interaction between patients and students.

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Due to the COVID-19 pandemic, the number of clinical practicums has been limited. Since we incorporated practicum-related goals into clinical exposure and simulation training before the clinical practicum to achieve the training goals without changing them, nursing students evaluated the practicum. The content of the simulation training was observation and assessment of the general condition of the simulator using a scenario that assumes the nursing practice development of the case and the content of the case. After the simulation training and the clinical practicum, we requested quality evaluation of the training using the lesson process evaluation scale, self-evaluation by the nursing students, and free-form answers. Through evaluation by the scale, the quality of both the simulation training and the clinical practicum was evaluated as moderate or higher, but the average score for the simulation training was low in the item of ‘Student-patient relationship’. The self-evaluation reflected the same degree of achievement as before practicum. Integrated training incorporating simulation training can be achieved without changing the practicum goals and may complement the reduction in clinical practicum duration. It is necessary to cognizant of the nursing practice abilities obtained through simulation training and clinical practice, and to design feasible practicum.

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We conducted a questionnaire survey on basic clinical-skills training and resuscitation training for newly employed residents. We compared the responses between the residents who had experienced simulation-based training (simulation group, n = 33) and those who had experienced video-assisted lectures (video group, n = 26). Across the eight procedures, the percentage of respondents who was "useful for subsequent clinical practice" was significantly higher in the simulation group than in the video group (91% vs. 75%, p = 0.001). We need to consider factors such as the frequency and difficulty of the procedures, the content of available teaching materials, and the curriculum in each medical school. In addition, we have to seek out practical training content with better teaching efficiency and better learning efficiency by effectively incorporating practical skills.

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Simulation education in the medical field is trained in many training schools and medical facilities because it provides safe clinical skills education. In our university, we have medical students create patient scenarios and perform consultation simulations based on clinical reasoning using scenarios created by the medical students themselves. In this study, we examined the satisfaction and importance of the simulation training for the students. The post-training questionnaires which 4th and 5th grade students who experienced simulation training at our university from November 2020 to February 2021 were used for Customer Satisfaction (CS) analysis and text mining. In results of CS analysis, items related to themself were included in the priority areas for improvement in both grade students, while items related to practice management were included in the areas for improvement in the fifth-grade students. Although some differences in thinking were observed between two grade students in text mining, a willingness to learn with an awareness of differential diagnosis was evident in both grades. The simulation training at our university was considered to be not only a meaningful training as a bridge to clinical practice with medical participation, but also a meaningful training for acquiring a diagnosis based on clinical reasoning.

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Simulated patients (SPs） play an important role in the Health Professions Education. Since the environment surrounding SPs is not easy, SP trainers need support to improve their motivation and ability to engage in ongoing activities. The aim of this study was to explore SPs' perceptions of factors influencing their motivation during activities.　The subjects were 69 SPs with at least 2 years of experience who participated in the workshop. The descriptions in the work describing the transformation of motivation during SPs' activities were thematically analyzed using Self-Determination Theory. As a result, nine themes such as Autonomy: 1. Understanding one's role as SP, 2. Interest in working on new things and acquiring abilities as SP, 3. What SP activities bring to one's own life, Competence: 4. Student performance, 5. Reflection and self-evaluation of performance as SP, 6. Evaluation from others, and Relatedness: 7. Extended interaction; 8. Connections with senior and peer SPs; and 9. Collaboration among SPs, students, faculty, and trainers. These themes could be integrated into a process of internalization and these findings suggest that supporting SPs and environmental arrangements by trainers would enable SPs to be more intrinsically motivated and to perform better.

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Respiratory assessment is a highly necessary item in nursing practice. There is a need for self-study electronic educational materials to enable nursing students to study independently. For respiratory physical assessment, we compared the written test scores and questionnaire surveys of Group A, who studied using the "textbook," and Group B, who studied using the "developed electronic educational materials." The written test evaluated pulmonary segments, chest index line, type of percussion sound, and location and size of the liver; the questionnaire survey evaluated the contents of the educational materials. After self-study, Group B scored significantly higher for "pulmonary segments" and "total score". In the questionnaire evaluation, both groups felt that the six items related to the anatomical position of "pulmonary segments" were more difficult than the other learning items. The left and right lung lobes have different structures, and the complexity of observing from the front, back, left, and right is a factor that hinders understanding. Group B scored higher than Group A in terms of "enjoyment and interest in learning" and "ease of understanding the learning flow." This suggests that the developed electronic educational materials can be used as learning materials for self-study.

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The COVID-19 pandemic has made it difficult for medical students to acquire examination skills using the Objective Structured Clinical Examination (OSCE). Hiroshima University has developed VR OSCE, an OSCE practice software using virtual reality (VR), as an educational tool for developing interpersonal examination skills in cooperation with a company (BeRISE Corp.), using a grant "Digital Education Enhancement Plan for Universities and Colleges of Technology" from the Ministry of Education, Culture, Sports, Science and Technology. The VR OSCE uses a stand-alone VR headset to interview and to get physically examination of various simulated patients in a VR space, and allows the players to experience medical interviews and examinations under condition very similar to those in actual examination room. One advantage is that the players can experience abnormal findings (such as abnormal heart and breathing sounds) of actual diseases, which are difficult to be experienced in practice. In addition, since all interview items, examination sites, and time settings are based on actual OSCE, and new patients can be easily registered, consequently expecting high educational effects as a teaching tool. In the future, we plan to conduct classes using the VR OSCE at several medical schools, including Hiroshima University, to confirm its effectiveness.

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This study focuses on the effect of simulation-based learning in basic nursing education to clarify its tendencies and to establish basic data to enhance future simulation education. Studied literature was confined to the original articles searched under "simulation" and "learning effect" and "nursing" using Web. Ver.5 of Igaku Chuo Zasshi (medical bibliographic database). After eliminating the literature and educational development materials subject to nurses, 19 articles were selected for this study. The majority of these articles are about learning through simulation in the areas of motherhood, midwifery, disaster nursing, and the acute stages of adult nursing focused on the nursing skills focused on the nursing skills through invasiveness and basic nursing study. Effectiveness of the learning was　evaluated and analyzed from students’ descriptions that included self-evaluation, reports, reflection, and portfolio, presenting the usefulness of education using simulation. Notably obtained was the learning effect leading to the establishment of visualizing nursing scenes, promoting students’ motivation and independence, their feelings of accomplishment and satisfaction, and the realization of their primary responsibilities as nurses.

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