Research shows that use of high fidelity simulation (HFS) as a teaching strategy requires extensive amounts of faculty time and financial resources for faculty development and equipment. This project study addressed the challenges encountered in the integration of HFS into a Midwestern metropolitan baccalaureate nursing program. The purpose of this qualitative case study was to explore perceptions of nursing faculty about best practice elements for successful integration of HFS into undergraduate nursing programs. Guiding questions were developed using Donabedian's structure-process-outcome model and focused on faculty perceptions related to successful implementation of simulation in their programs. Purposeful sampling was used to select 22 faculty who had integrated HFS into 5 regional baccalaureate nursing programs in metropolitan areas of 2 Midwestern states. Nine participants completed an online interview tool developed by the researcher and designed to elicit responses to open-ended questions about barriers encountered, methods used to overcome those barriers, first impressions about conducting HFS, perceptions of successful integration, and incentives to using HFS. Data were coded and analyzed to identify themes. Emergent themes included the need to identify specific courses for HFS, ensure participation of faculty teaching didactic courses, use nationally recognized principles for HFS implementation, implement consistent methods of debriefing, and use formal written plans. Findings from the study were used to design a staff development initiative to facilitate planning and establishment of HFS in a nursing curriculum. Positive social change may occur when faculty and administrators use project guidelines to develop sound practices for integrating HFS into the nursing curriculum.

No description available.

Simulation and experiential training have been incorporated into medical school training for decades. The utilization of medical simulations has become an invaluable tool in healthcare education and training. However, circumstances such as limited resources, geographical constraints, or global health crises may hinder the feasibility of conducting in-person medical simulations. In these scenarios, virtual medical simulations emerge as a compelling alternative. While there are many ways to accomplish experiential-based learning, many faculty and students feel Socratic learning styles provide the best learning experience. As medical students had just finished a predominantly virtual preclinical year due to the COVID-19 pandemic, the research was interested in understanding students’ perceptions of virtual and in-person experiential learning activities. The primary goal of this study is to compare medical students’ perceptions of the quality and value of in-person versus virtual experiential learning during their pediatric clerkship.

Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.

Energy management systems (EMSs), implemented in the electronic control unit (ECU) of an actual vehicle with electri ed powertrain, is a much simpler version of the theoretically developed EMS. Such simpli cation is done to accommodate the EMS within the given memory constraint and computational capacity of the ECU. The simpli cation should ensure reasonable performance compared to theoretical EMS under real-life driving scenarios. The process of simpli cation must be effective to create a versatile and utilitarian EMS. The reinforcement learning-based controllers feature pro table characteristics in optimizing the performance of controllable physical systems as they do not mandatorily require a mathematical model of system dynamics (i.e. they are model-free). Quite naturally, it can aspired to testify such prowess of reinforcement learning-based controllers in achieving near-global optimal performance for energy management system (supervisory) of electri ed powertrains. Before deployment of any supervisory controller as a mainstream controller, they should be essentially scrutinized through various levels of virtual simulation platforms with an ascending order of physical system emulating-capability. The controller evolves from a mathematical concept to an utilitarian embedded system through a series of these levels where it undergoes gradual transformation to finally become apposite for a real physical system. Implementation of the control strategy in a Simulink-based forward simulation model could be the first stage of the aforementioned evolution process. This brief will delineate all the steps required for implementing an reinforcement learning-based supervisory controller in a forward simulation model of a hybrid electric vehicle. A novel framework of loss-minimization based instantaneous optimal strategy is introduced for the energy management system of a multi-mode hybrid electric powertrain in this brief. The loss-minimization strategy is flexible enough to be implemented in any architecture of electrified powertrains. It is mathematically proven that the overall system loss minimization is equivalent to the minimization of fuel consumption. An online simulation framework is developed in this article to evaluate the performance of a multi-mode electrified powertrain equipped with more than one power source. An electrically variable transmission with two planetary gear-set has been chosen as the centerpiece of the powertrain considering the versatility and future prospects of such transmissions. It is noteworthy to mention that a novel architecture topology selected for this dissertation is engendered through a series of rigorous screening process whose workflow is presented here with brevity. One of the legitimate concern of multi-mode transmission is it's proclivity to contribute discontinuity of power-flow in the downstream of the powertrain. Mode-shift events can be predominantly held responsible for engendering such discontinuity. Advent of dynamic coordinated control as a technique for ameliorating such discontinuity has been substantiated by many scholars in literature. Hence, a system-level coordinated control is employed within the energy management system which governs the mode schedule of the multi-mode powertrain in real-time simulation. / Thesis / Doctor of Philosophy (PhD)

Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.

We manipulate two superconducting qubits using digital microwave electronics. Starting fromtheir characterization, we develop a real-time reset scheme and implement the iSwap gate. Thequbits’ parameters are obtained using standard single-qubit characterization techniques, such asRabi and Ramsey oscillations and frequency sweep of the resonators. We also characterized theexperimental setup, including finding the working point of a Josephson Parametric Amplifierand the coupler between the two qubits. We solve the linear differential equations that modelthe resonator, in order to design a high-fidelity, single-shot qubit-measurement pulse shape,which actively empties the cavity. Using this pulse, we achieve a readout assignment fidelity of99.9%. The readout is formed in real-time using template matching. In addition, we implementa conditional reset of the qubit’s state in 1.4 μs, which resets the excited state population from5.4% to 0.5%. We simulate the cavity using QuTip to further optimize the readout pulse.Furthermore, we characterize the third energy level of the qubit to implement a qutrit readoutand observe a second excited state population of 0.3%, in accordance with theory. Finally,we implement the iSwap gate that, together with single-qubit gates, constitute a set of universalquantum gates, where we swap the 95.4% of the quantum state between the qubits in 690 ns. Allexperiments, including the pulse events and synchronization of the readout and feedback, wereperformed using a digital microwave platform based on a radio-frequency-on-a-chip system,and implemented using a Python interface. / Vi manipulerar två supraledande kvantbitar med digital mikrovågselektronik. Vi utgår frånderas karakterisering och utvecklar en realtidsåterställningsschema och implementerar iSwap-grinden. Kvantbitarnas parametrar erhålls med standardtekniker för karakterisering av enskildakvantbitar, såsom Rabi- och Ramsey-svängningar och frekvenssvep av resonatorerna. Vikaraketeriserar även den experimentella uppställningen, där vi finner arbetspunkten för enJosephson-parametrisk förstärkare, samt kopplaren mellan de två kvantbitarna. Vi löser delinjära differentialekvationerna som modellerar resonatorn, i syfte att designa en pulsformför en enkelmätning av en kvantbit med hög tillförlitlighet som aktivt tömmer kaviteten.Med denna puls uppnår vi en avläsningstillförlitlighet på 99,9 %. Avläsningspulsen bildas irealtid med hjälp av mallmatchning. Därtill implementerar vi en villkorlig återställning avkvantbitens tillstånd på 1,4 μs, vilket återställer den exciterade tillståndspopulationen från 5,4 %till 0,5 %. Vi simulerar kaviteten med QuTip för att ytterligare optimera avläsningspulsen.Dessutom karakteriserar vi den tredje energinivån på kvantbiten för att implementera enså-kallad qutrit-avläsning och observerar en andraexciterad tillståndspopulation på 0,3 %,i enlighet med teorin. Slutligen implementerar vi iSwap-grinden som, tillsammans medgrindarna för enskilda kvantbitar, utgör en uppsättning universella kvantgrindar, är vi byter95,4 % av kvanttillståndet mellan våra kvantbitarna på 0,6 μs. Alla experiment, såsompulshändelserna och synkroniseringen av avläsningspulsen och återkopplingspulsen, utfördesmed hjälp av en digital mikrovågsplattform, baserad på ett radiofrekvens-på-ett-chip-system,och implementerades med ett Python-gränssnitt.

Indiana University-Purdue University Indianapolis (IUPUI) / In this thesis, an explicit time integration code which integrates multibody dynamics and the discrete element method is used for modelling the excavation and moving operation of cohesive soft soil (such as mud and snow) by bulldozers. A soft cohesive soil material model (that includes normal and tangential inter-particle force models) is used that can account for soil compressibility, plasticity, fracture, friction, viscosity and gain in cohesive strength due to compression. In addition, a time relaxation sub-model for the soil plastic deformation and cohesive strength is added in order to account for loss in soil cohesive strength and reduced bulk density due to tension or removal of the compression. This is essential in earth moving applications since the soil that is dug typically becomes loose soil that has lower shear strength and lower bulk density (larger volume) than compacted soil. If the model does not account for loss of soil shear strength then the dug soil pile in front of the blade of a bulldozer will have an artificially high shear strength. A penalty technique is used to impose joint and normal contact constraints. An asperity-based friction model is used to model contact and joint friction. A Cartesian Eulerian grid contact search algorithm is used to allow fast contact detection between particles. A recursive bounding box contact search algorithm is used to allow fast contact detection between the particles and polygonal contact surfaces. A multibody dynamics bulldozer model is created which includes the chassis/body, C-frame, blade, wheels and hydraulic actuators. The components are modelled as rigid bodies and are connected using revolute and prismatic joints. Rotary actuators along with PD (Proportional-Derivative) controllers are used to drive the wheels. Linear actuators along with PD controllers are used to drive the hydraulic actuators. Polygonal contact surfaces are defined for the tires and blade to model the interaction between the soil and the bulldozer. Simulations of a bulldozer performing typical shallow digging operations in a cohesive soil are presented. The simulation of a rear wheel drive bulldozer shows that, it has a limited digging capacity compared to the 4-wheel drive bulldozer. The effect of the relaxation parameter can be easily observed from the variation in the Bulldozer's velocity. The higher the relaxation parameter, the higher is the bulldozer's velocity while it is crossing over the soil patch. For the low penetration depth run the bulldozer takes less time compared to high penetration depth. Also higher magnitudes of torques at front and rear wheels can be observed in case of high penetration depth. The model is used to predict the wheel torque, wheel speed, vehicle speed and actuator forces during shallow digging operations on three types of soils and at two blade penetration depths. The model presented can be used to predict the motion, loads and required actuators forces and to improve the design of the various bulldozer components such as the blade, tires, engine and hydraulic actuators.

De nos jours, la simulation clinique haute-fidélité (SCHF) s’avère une stratégie pédagogique par excellence, étant de plus en plus adoptée par plusieurs établissements d’enseignement nationaux et internationaux en sciences infirmières, et ce, afin de préparer les étudiants à leur future pratique. En dépit des nombreux bienfaits associés à la SCHF, il appert que plusieurs étudiants peuvent ressentir un sentiment de stress, d’angoisse et d’humiliation s’ils ne reçoivent pas l’accompagnement nécessaire de la part de leur formateur dans ce contexte académique. Nonobstant que plusieurs chercheurs infirmiers mettent l’accent sur l’importance du rôle du formateur en contexte de simulation, leurs travaux n’ont pas étudié l’aspect de la relation formateur-étudiants. Pourtant, sa valeur ajoutée a été mise en évidence par de nombreux écrits scientifiques, mais dans d’autres contextes académiques, notamment en classe, en stage clinique et en ligne. De surcroît, ces études n’ont pas précisé la nature de la relation formateur-étudiants, ni l’ont exploré sous une perspective humaniste. Par conséquent, il s’est avéré judicieux d’ajouter le qualificatif « pédagogique » afin de souligner l’aspect éducatif de la relation et le qualificatif « caring » pour désigner son approche humaniste. À la lumière des écrits recensés et à notre connaissance, aucune étude en sciences infirmières n’a exploré ce type de relation en contexte de SCHF. Ainsi, cette recherche doctorale s’est intéressée à décrire et comprendre la signification de l’expérience vécue d’une relation pédagogique de caring (RPC) selon la perception d’étudiants infirmiers du premier cycle universitaire en contexte de SCHF. De plus, cette recherche phénoménologique descriptive a visé l’exploration des facilitateurs, des obstacles et des contributions associées à la RPC dans ledit contexte. L’Investigation Relationnelle Caring (Cara, 1997; Cara et al., 2017), méthode phénoménologique descriptive, a été choisie afin de répondre au but et aux questions de cette recherche. Des entrevues individuelles de type semi-structuré ont été réalisées auprès de 19 étudiants infirmiers, lesquels ont participé à une seconde entrevue visant la validation des récits synthèses issus des verbatim. Inspirée par la pédagogique émancipatoire relationnelle (Hills et Watson, 2011; Hills et al., 2021) comme perspective disciplinaire, l’analyse et l’interprétation des données recueillies ont permis aux cinq eidos-thèmes suivants d’émerger : (1) engagement authentique du formateur à l’égard des étudiants, (2) conscientisation du formateur quant aux barrières au développement de la RPC, (3) mise en œuvre d’un espace d’apprentissage sécuritaire pour les étudiants, (4) cocréation d’une collaboration empreinte de caring entre formateur-étudiants et, (5) nature pédagogique et caring de la relation contribuant à la transformation du processus d’apprentissage. Ces derniers ont favorisé l’émergence de la structure essentielle du phénomène étudié (RPC), laquelle correspond à : « un engagement authentique du formateur favorisant un espace académique sécuritaire dans le but de cocréer une collaboration humaniste avec les étudiants qui vise la transformation de leur processus d’apprentissage en contexte de simulation clinique haute-fidélité ». Cette recherche phénoménologique ajoute au corpus de connaissances en sciences infirmières une nouvelle description et compréhension de la signification de la RPC, mettant en évidence, ses caractéristiques, ses facilitateurs, ses obstacles, de même que ses contributions en contexte de simulation. Nos résultats révèlent que les formateurs jouent un rôle capital pour promouvoir des expériences d’apprentissage enrichissantes chez les étudiants dans ledit contexte. Diverses recommandations, découlant de nos résultats, ont été proposées dans différents domaines de la pratique infirmière, notamment la formation, la recherche, la clinique, la gestion et le volet sociopolitique. Enfin, ces dernières visent à offrir aux parties prenantes des pistes de solution concrètes pour concourir à l’avancement des apprentissages des étudiants et, plus largement, à l’humanisation de la formation infirmière en contexte de simulation. / Nowadays, the high-fidelity clinical simulation (HFCS) is an outstanding pedagogical strategy, which is increasingly being adopted by several national and international nursing institutions in order to prepare students for their future practice. Despite countless advantages pertaining to HFCS, it appears that many students may feel a sense of stress, anguish, and humiliation if they do not receive the necessary support from their educator in this academic context. Notwithstanding the fact that many nursing researchers emphasize the importance of the educator’s role within the context of simulation, their works did not study the aspect of the educator-students relationship. However, its added value has been highlighted by a large amount of scientific papers, but in other academic contexts, notably classroom, clinical and online environments. Moreover, these studies did not specify the nature of the educator-students relationship, nor did they explore it from a humanistic perspective. Consequently, it was appropriate to add the term “pedagogical” to emphasize the educational aspect of this relationship, and the term “caring” to refer to its humanistic approach. Based on the literature and to our knowledge, no nursing study has explored this type of relationship within the context of HFCS. Thus, this doctoral research was interested in describing and understanding the meaning of the lived experience of a caring pedagogical relationship (CPR) according to the perception of undergraduate nursing students in the context of high-fidelity clinical simulation. In addition, this phenomenological descriptive research aimed to explore its facilitators, barriers, as well as contributions from the students’ perspective. The Relational Caring Inquiry (Cara, 1997; Cara et al., 2017), a descriptive phenomenological method, has been selected to meet the purpose and questions of this research. Individual semi-structured interviews were realized with 19 nursing students, who also participated in a second interview to validate the narrative synthesis. Being inspired by the relational emancipatory pedagogy (Hills & Watson, 2011; Hills et al., 2021), as a disciplinary perspective, the analysis and interpretation of the data collected have allowed the following five eidos-themes to emerge: (1) authentic engagement of the educator toward students, (2) Educator’s conscientization regarding barriers to the development of the CPR, (3) implementation of a safe learning space for students, (4) cocreation of a caring collaboration between educator-students and, finally, (5) pedagogical and caring nature of the relationship contributing to the transformation of learning process. They subsequently facilitated the emergence of the essential structure of the studied phenomenon (CPR), which corresponds to: “an authentic engagement of the educator fostering a safe academic space in order to cocreate a humanistic collaboration with students to transform their learning process within the context of high-fidelity clinical simulation”. This research adds to the body of nursing knowledge a new understanding in regard to the meaning of the CPR by highlighting its characteristics, facilitators, barriers, as well as its contributions in the context of simulation. Our results show that educators play a vital role to promote enriching learning experiences among students in the aforementioned context. Various recommendations arising from our findings have been proposed in different domains of nursing, notably education, research, clinical, management, and sociopolitical. Finally, these aim to provide stakeholders with concrete avenues to advance students’ learning and, more broadly, to humanize nursing education in simulation settings.

Außergewöhnliche Schadensereignisse und Katastrophen zeichnen sich durch eine zunehmende Häufigkeit und Komplexität aus. Dabei können Extremereignisse nur durch eine koordinierte Zusammenarbeit von verschiedenen im Katastrophenschutz mitwirkenden Einsatzorganisationen und Behörden erfolgreich bewältigt werden. Zur Stärkung der Resilienz im Katastrophenschutz bedarf es folglich regelmäßiger interdisziplinärer Simulationstrainings. In der vorliegenden Arbeit befasst sich die Autorin mit dem Netzwerklernen von Behörden und Organisationen mit Sicherheitsaufgaben (BOS) im Rahmen von simulationsgestützten Einsatztrainings. Aus systemtheoretischer Sicht werden die übergreifenden Fragestellungen untersucht, welchen Beitrag Katastrophenschutzübungen zum Netzwerklernen von BOS leisten und wie dieses Netzwerklernen beschrieben werden kann. Zur Beantwortung der Forschungsfragen wurde eine Katastrophenschutzübung wissenschaftlich begleitet. Unter Verwendung von komplementären Methoden und Verfahren der empirischen Sozialforschung konnte eine schwache Verdichtung des kollektiven Wissenssystems nachgewiesen werden. Ebenso konnten die Phasen und Einflussfaktoren von Netzwerklernen detailliert rekonstruiert bzw. beschrieben werden. Die Erkenntnisse liefern Anknüpfungspunkte für die Erhöhung des Lern-Werts von Katastrophenschutzübungen sowie für weitere Forschungsarbeiten.:1 Einleitung 2 Theoretische Grundlagen der Katastrophenforschung 3 Theoretisches Vorverständnis für die Herleitung des Bezugsrahmens 4 Forschungsmodell und Arbeitshypothesen 5 Empirische Untersuchung 6 Zusammenfassung und Ausblick / Unexpected extreme events are characterized by increasing frequency and complexity. In this context, extreme events can only be successfully managed through coordinated cooperation between various emergency response organizations and agencies involved in disaster management. Consequently, regular interdisciplinary simulation-based response training is needed to strengthen resilience in disaster management. In this paper, the author deals with the network learning of agencies and organizations with security tasks from emergency response exercises. From a systems theory perspective, the overarching questions of what contribution disaster response exercises make to network learning of the actors participating in the network and how this network learning can be described are investigated. To answer the research questions, a simulation-based disaster response exercise was scientifically accompanied. Using complementary methods and procedures of empirical social research, a weak condensation of the collective knowledge system could be demonstrated. Likewise, the phases and influencing factors of network learning could be reconstructed or described in detail. The findings provide starting points for increasing the learning value of disaster management exercises as well as for further research.:1 Einleitung 2 Theoretische Grundlagen der Katastrophenforschung 3 Theoretisches Vorverständnis für die Herleitung des Bezugsrahmens 4 Forschungsmodell und Arbeitshypothesen 5 Empirische Untersuchung 6 Zusammenfassung und Ausblick