[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-318979-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-318979-en":135},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","enhancing-pediatric-simulation-integrating-standards-realism-innovation-and-inclusive-learning-in-undergraduate-nursing","Enhancing Pediatric Simulation - Integrating Standards, Realism, Innovation, and Inclusive Learning in Undergraduate Nursing","","Undergraduate nursing education is strengthened through pediatric simulation that prioritizes safety, realism, and inclusive learning. The project conducts an in-depth review of INACSL Standards of Best Practice and applies the PEARLS debriefing model across revised and new scenarios. Curriculum development updates respiratory and neuro simulations using NLN templates, initiates an aligned appendicitis scenario, and improves cultural responsiveness and developmental appropriateness. Student feedback is collected and used to enhance engagement, while faculty collaboration and Gaumard HAL training support implementation.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/enhancing-pediatric-simulation-integrating-standards-realism-innovation-and-inclusive-learning-in-undergraduate-nursing/318979/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/enhancing-pediatric-simulation-integrating-standards-realism-innovation-and-inclusive-learning-in-undergraduate-nursing/318979.png","ImageObject",300,407,{"name":42,"@type":43},"Noah","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",15,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the pediatric simulation project?","Question",{"text":63,"@type":64},"The project provides nursing students safe, realistic practice that builds confidence and readiness for real-world pediatric care, while addressing gaps where clinical exposure is limited.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which standards and debriefing approach guide the revised simulation scenarios?",{"text":68,"@type":64},"The work is grounded in INACSL Standards of Best Practice and uses the PEARLS debriefing model across revised and new simulation scenarios.",{"name":70,"@type":61,"acceptedAnswer":71},"What simulation components were developed or updated?",{"text":72,"@type":64},"Respiratory simulation was revised using NLN templates and INACSL standards; a neuro simulation was developed with Pediatric HAL, including scenario and debrief materials; and an appendicitis simulation aligned with common pediatric hospitalizations was started.",{"name":74,"@type":61,"acceptedAnswer":75},"How were students and faculty engaged to improve realism and learning outcomes?",{"text":76,"@type":64},"Students contributed through pre-simulation work and post-simulation feedback analysis, while lab experiences were updated with diverse mannequins. Faculty shadowing, site visits to observe simulations, and a 3-day Gaumard Pediatric HAL training supported implementation and enhancements.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},318979,1790441741,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,119,124,127,131],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},7,"Healthcare",40,"healthcare",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":117,"slug":118},8,30,"research-report",{"id":120,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":122,"slug":123},9,"Religion & Spirituality",20,"religion-spirituality",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":122,"slug":126},"World Cup","world-cup",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":128,"slug":130},10,"Lifestyle","lifestyle",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":101,"slug":134},19,"General","general",{"code":4,"msg":86,"data":136},{"doc_id":83,"user_id":137,"nickname":42,"user_avatar":138,"doc_module":4,"category_id":116,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":22,"language":144,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":12,"update_tm":148,"read_time":30,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","| \u003Cbr>\u003Cbr>Enhancing Pediatric Simulation: Integrating Standards, Realism, Innovation, and Inclusive Learning in Undergraduate Nursing\u003Cbr>|\n| --- |\n| Meghann Costa, MSN, RN, CPN-Assistant Professor\u003Cbr>CSUS School of Nursing |\n\nLiterature Integration  \n• Completed an in-depth review ofINACSL Standards of Best Practice  \n• Applied the PEARLS debriefing model across all revised and new simulation scenarios  \n• Ensured cultural responsiveness and developmental appropriateness in all materials  \nCurriculum & Simulation  \nDevelopment  \nReferences  \nINACSL Standards Committee, McDermott, D.S. , Ludlow, J. , Horsley, E. & Meakim, C.(2021, Septmeber) . Healthcare Simulation Standards of Best Practice Prebriefing: Preparation and Briefing. Clinical Simulation in Nursing , 58, 9-13.  \n[https://doi.org/10.1016/jecns.2021.08.008](https://doi.org/10.1016/jecns.2021.08.008)  \nINACSL Standards Committee, Watts, P.I. , McDermott, D.S. , Charnetski, M. , & Nawathe, P.A. (2021, September) . Healthcare Simulation Standards of Practice Simulation Design. Clinical Simulation in Nursing, 58, 14-21. [https://doi.org.10.1016/j.ecns.2021.08.009](https://doi.org.10.1016/j.ecns.2021.08.009)  \nwww postersession com  \nBackground and Purpose  \n• Pediatric simulations give nursing students safe, realistic practice with clinical and communication skills-building confidence and readiness for real-world pediatric care  \n• Simulation fills key gaps in pediatric training where clinical exposure is limited  \n• Structuring simulations with best practices ensures consistency, realism, and educational effectiveness-maximizing student learning and readiness for clinical practice  \n• Gaps Identified: Limited scenarios, outdated scenarios and format, lack of diversity  \nProject Goals  \nProject Objectives: Update pediatric simulations to align with INACSL standards, develop new scenarios based on student feedback and needs, and enhance student engagement and preparedness for simulation experiences  \nActivities Completed Curriculum & Simulation Development  \n• Revised Respiratory Simulation using NLN template and INACSL standards  \n• Developed Neuro Sim with Pediatric HAL using NLN template and INACSL standards, including scenario and debrief materials  \n• Started development of appendicitis sim aligned with common pediatric hospitalizations  \nFaculty Development & Collaboration  \n• Shadowed CSUS SON faculty in simulations  \n• Traveled to CSU LA SON to meet pediatric sim educators and observe simulations  \n• Completed 3-day Gaumard Pediatric Hal Training in Texas  \nStudent Engagement & Diverse Learning  \n• Developed pre-simulation work with graduate student  \n• Collected and analyzed student feedback post-simulation  \n• Lab experiences were updated with diverse mannequins to reflect a broader range of pediatric patients and enhance realism for learners  \nprinted by Mega  Inc postersession    \nFaculty Development &  \nCollaboration  \nCollaborated with CSU LA’s pediatric simulation faculty and observed their undergraduate simulation day. Insights gained informed planned enhancements, including a Chart Flow EHR pilot in Fall 2025. insights .  \nGaumard Simulation  \nTraining  \nStudent Engagement &  \nDiverse Learning  \nNew Simulation Pre-Work  \nIntegrated into Canvas","cbCainfjvHmlPUB5","https://ap.wps.com/l/cbCainfjvHmlPUB5","pdf",1782830,"English","# Background and Purpose\n## Project Goals\n## Activities Completed\n## Faculty Development & Collaboration\n## Student Engagement & Diverse Learning\n## References","[{\"question\":\"What is the purpose of the pediatric simulation project?\",\"answer\":\"The project provides nursing students safe, realistic practice that builds confidence and readiness for real-world pediatric care, while addressing gaps where clinical exposure is limited.\"},{\"question\":\"Which standards and debriefing approach guide the revised simulation scenarios?\",\"answer\":\"The work is grounded in INACSL Standards of Best Practice and uses the PEARLS debriefing model across revised and new simulation scenarios.\"},{\"question\":\"What simulation components were developed or updated?\",\"answer\":\"Respiratory simulation was revised using NLN templates and INACSL standards; a neuro simulation was developed with Pediatric HAL, including scenario and debrief materials; and an appendicitis simulation aligned with common pediatric hospitalizations was started.\"},{\"question\":\"How were students and faculty engaged to improve realism and learning outcomes?\",\"answer\":\"Students contributed through pre-simulation work and post-simulation feedback analysis, while lab experiences were updated with diverse mannequins. Faculty shadowing, site visits to observe simulations, and a 3-day Gaumard Pediatric HAL training supported implementation and enhancements.\"}]","Enhancing Pediatric Simulation - Integrating Standards, Realism, Innovation, and Inclusive Learning in Undergraduate Nursing | PDF",1789941595]