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  <Article>
    <Journal>
      <PublisherName>journal-jmsr</PublisherName>
      <JournalTitle>Journal of Medical and Surgical Research</JournalTitle>
      <PISSN>I</PISSN>
      <EISSN>S</EISSN>
      <Volume-Issue>Vol. XIII, n 1</Volume-Issue>
      <PartNumber/>
      <IssueTopic>Multidisciplinary</IssueTopic>
      <IssueLanguage>English</IssueLanguage>
      <Season>June 2026</Season>
      <SpecialIssue>N</SpecialIssue>
      <SupplementaryIssue>N</SupplementaryIssue>
      <IssueOA>Y</IssueOA>
      <PubDate>
        <Year>2026</Year>
        <Month>07</Month>
        <Day>30</Day>
      </PubDate>
      <ArticleType>JMSR Medical Education</ArticleType>
      <ArticleTitle>Simulation-Based Training Compared to Traditional Teaching for Adult Anaphylaxis Management: A Study Among Nursing Students In Morocco</ArticleTitle>
      <SubTitle/>
      <ArticleLanguage>English</ArticleLanguage>
      <ArticleOA>Y</ArticleOA>
      <FirstPage>0</FirstPage>
      <LastPage>0</LastPage>
      <AuthorList>
        <Author>
          <FirstName>Ghizlane El</FirstName>
          <LastName>Ougli</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>N</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Soumaya</FirstName>
          <LastName>Touzani</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Nawfal</FirstName>
          <LastName>Houari</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Abderrahim El</FirstName>
          <LastName>Bouazzaoui</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Samira El</FirstName>
          <LastName>Fakir</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Mohammed</FirstName>
          <LastName>Omari</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Brahim</FirstName>
          <LastName>Boukatta</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
        </Author>
      </AuthorList>
      <DOI/>
      <Abstract>Background: Anaphylaxis is a serious medical emergency that can quickly progress to cardiorespiratory arrest if not diagnosed and treated promptly. Nurses, who are often on the front line in dealing with this emergency, play a crucial role in ensuring rapid treatment. In this regard, training nursing students in the management of anaphylaxis is crucial. Simulation has been shown to be an effective teaching strategy. Therefore, this study aimed to evaluate the impact of simulation on knowledge acquisition and retention, the development of technical and non-technical skills, and anxiety reduction among undergraduate nursing students at the Higher Institute of Nursing Professions and Health Techniques (HINPHT) in Fez, Morocco. Methods: An interventional study with an experimental group and a control group was conducted with 49 nursing students. The experimental group (n=25) received traditional training in anaphylaxis management (theoretical course and demonstration) and simulation training, while the control group (n=24) received only traditional training. Data were obtained using a questionnaire on theoretical knowledge, a technical skills assessment grid, the TEAM (Team Emergency Assessment Measure) global descriptive scale for assessing non-technical skills, and the State-Trait Anxiety Inventory (STAI-Y1 and STAI-Y2). Results: The results of the post-test of theoretical knowledge immediately after simulation were significantly superior in the experimental group (16,51 __ampersandsignplusmn; 1,49) out of 20 compared to the control group (13,50 __ampersandsignplusmn; 1,89). The assessment of technical skills on manikins showed a considerable advantage for the experimental group (27, 24 __ampersandsignplusmn; 1,45) out of 30 compared to the control group (16, 08 __ampersandsignplusmn; 0,95). Thus, the results revealed a significant difference between the TEAM score of the experimental group (38, 88 __ampersandsignplusmn; 2, 60) out of 44 and that of the control group (22, 42 __ampersandsignplusmn; 1, 01). In addition, the results of the post-test of the STAI-Y1 scale revealed a significant reduction in situational anxiety in the experimental group, with an average score of 30, 08 __ampersandsignplusmn; 1,35 out of 80, compared to the control group__ampersandsign#39;s score (43, 08 __ampersandsignplusmn; 1, 41). Conclusion: The results showed that the use of simulation in training for the management of anaphylaxis was more effective than the traditional method in terms of knowledge acquisition and retention, development of technical and non-technical skills, and reduction of anxiety among undergraduate nursing students.</Abstract>
      <AbstractLanguage>English</AbstractLanguage>
      <Keywords>Anaphylaxis, Anxiety, Knowledge, Morocco, Non-technical skills, Nursing students, Simulation, Technical skills</Keywords>
      <URLs>
        <Abstract>https://www.journal-jmsr.net/ubijournal-v1copy/journals/abstract.php?article_id=16374&amp;title=Simulation-Based Training Compared to Traditional Teaching for Adult Anaphylaxis Management: A Study Among Nursing Students In Morocco</Abstract>
      </URLs>
      <References>
        <ReferencesarticleTitle>References</ReferencesarticleTitle>
        <ReferencesfirstPage>16</ReferencesfirstPage>
        <ReferenceslastPage>19</ReferenceslastPage>
        <References/>
      </References>
    </Journal>
  </Article>
</ArticleSet>