Abstract
Background: Nursing education is a global requirement, with many institutions worldwide struggling to find adequate space, time, personnel, and finances to invest in high-quality educational modalities for disaster preparedness and interdisciplinary communication or teamwork. This modality was designed with the global implications of a scalable approach to high-quality education while anticipating financial and logistical challenges.
Purpose: to assess the self-efficacy and experiences of undergraduate student nurses and EMTs participating in a mass casualty incident simulation (MCIS).
Methods: This study was designed as a mixed-methods study in which proportional odds logistic regression was paired with thematic analysis to present a complete picture of student perceptions of self-efficacy and their lived experience. As part of this teaching modality, nursing and EMT students engaged in a real-time, multi-casualty simulation enhanced by advanced audiovisual technology, providing an immersive and realistic experience. Video recordings, breakout rooms, and debriefing sessions enabled students to review their performance, analyze their clinical decisions, collaborate in teams, and receive feedback from both peers and instructors. Students took part in both a pre-test and a post-test.
Results: Post-simulation assessments significantly improved students' self-efficacy scores in mass casualty medical response skills. Of note, personal confidence ratings were similar between online and previous in-person MCI simulations, demonstrating that the online format can effectively achieve the intended educational outcomes. Thematic analysis revealed a) technological enhancement of collaboration efforts, b) audiovisual components influencing student engagement, and c) perceptions of patient care and teaching in a remote role.
Implications for Nursing Education: This simulation approach enhances critical emergency response skills for nursing students and supports interprofessional collaboration in a realistic, technology-enhanced environment.
Conclusion:
Integrating audiovisual technology in MCIS enhances nursing education by overcoming spatial, financial, and personnel barriers. The online MCIS format provided an equally practical learning experience as in-person simulations, underscoring its potential for accessible, high-quality disaster training worldwide.
Sigma Membership
Iota Iota
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Academic-clinical Partnership, Virtual Learning, Simulation, Nursing Education
Recommended Citation
Anderson, Matt; Watson, Adrianna Lorraine; Drake, Jeanette; Heaston, Sonrdra; Hartle, Chynna; and Preece, Lauralee, "Global Nursing Education Through Simulation Technology: Enhancing Mass Casualty Training" (2025). International Nursing Research Congress (INRC). 101.
https://www.sigmarepository.org/inrc/2025/presentations_2025/101
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Global Nursing Education Through Simulation Technology: Enhancing Mass Casualty Training
Seattle, Washington, USA
Background: Nursing education is a global requirement, with many institutions worldwide struggling to find adequate space, time, personnel, and finances to invest in high-quality educational modalities for disaster preparedness and interdisciplinary communication or teamwork. This modality was designed with the global implications of a scalable approach to high-quality education while anticipating financial and logistical challenges.
Purpose: to assess the self-efficacy and experiences of undergraduate student nurses and EMTs participating in a mass casualty incident simulation (MCIS).
Methods: This study was designed as a mixed-methods study in which proportional odds logistic regression was paired with thematic analysis to present a complete picture of student perceptions of self-efficacy and their lived experience. As part of this teaching modality, nursing and EMT students engaged in a real-time, multi-casualty simulation enhanced by advanced audiovisual technology, providing an immersive and realistic experience. Video recordings, breakout rooms, and debriefing sessions enabled students to review their performance, analyze their clinical decisions, collaborate in teams, and receive feedback from both peers and instructors. Students took part in both a pre-test and a post-test.
Results: Post-simulation assessments significantly improved students' self-efficacy scores in mass casualty medical response skills. Of note, personal confidence ratings were similar between online and previous in-person MCI simulations, demonstrating that the online format can effectively achieve the intended educational outcomes. Thematic analysis revealed a) technological enhancement of collaboration efforts, b) audiovisual components influencing student engagement, and c) perceptions of patient care and teaching in a remote role.
Implications for Nursing Education: This simulation approach enhances critical emergency response skills for nursing students and supports interprofessional collaboration in a realistic, technology-enhanced environment.
Conclusion:
Integrating audiovisual technology in MCIS enhances nursing education by overcoming spatial, financial, and personnel barriers. The online MCIS format provided an equally practical learning experience as in-person simulations, underscoring its potential for accessible, high-quality disaster training worldwide.
Description
This study evaluates an audiovisual mass casualty simulation (MCI) designed to enhance interprofessional collaboration and disaster response skills among nursing and EMT students. This approach offers a scalable, resource-efficient model for global nursing education.