Simulation-based Programs for Nursing Students
In this paper, we tested the over-arching hypothesis that progressive self- guided learning offers equivalent learning benefit vs. proficiency-based training while limiting the need to set proficiency standards.
The purpose of this pilot study was to determine if simulation using standardized patients (SPs) improved the students’ level of confidence in their assessment and communication skills before entering the maternal-newborn clinical setting.
A pre-test post-test control group design was used to compare the effectiveness
of high-fidelity simulation (HFS) with traditional static mannequins as a teaching
strategy for pediatric staff nurse education.
This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum.
There is a paucity of evidence regarding the efficacy in preparing medical–surgical nurses to respond to patients with acutely deteriorating conditions. Study aim: The aim of this study was to evaluate registered nurses' ability to respond to the deteriorating patient in clinical practice following training using immersive simulation and use of a high fidelity simulator.
A community hospital and a university recently collaborated to implement a pilot residency program for multiple disciplines utilizing patient simulation. This evaluation describes the experiences of new graduate RNs and doctors of pharmacy with the simulation-based residency program and makes recommendations for improving the program. The results were overwhelmingly supportive of the program and, more specifically, the use of simulation as an orientation technique.
This paper describes a study that measured and compared knowledge acquisition in nursing students exposed to medium or high fidelity human patient simulation manikins.
Members of nursing faculty are utilizing interactive teaching tools to improve nursing student’s clinical judgment; one method that has been found to be potentially effective is high fidelity simulation (HFS). The purpose of this time series design study was to determine whether undergraduate nursing students were able to transfer knowledge and skills learned from classroom lecture and a HFS clinical to the traditional clinical setting.
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This retrospective study examined the effectiveness of high-fidelity simulation (HFS) in a senior maternity baccalaureate nursing program. The study specifically focused on whether students who received instruction through HFS in addition to traditional hospital-based clinical instruction achieved greater practical learning, critical thinking skills, and NCLEX performance potential.
The National Council of State Boards of Nursing (NCSBN) recently released the results of a landmark, national, multi-site, longitudinal, randomized controlled trial exploring the role and outcomes of simulation in pre-licensure clinical nursing education in the United States. Conclusions from this study state that there is substantial evidence that simulation can be substituted for up to 50 percent of traditional clinical experiences under conditions comparable to those described in the study.
This novel nurse residency program extensively used human patient simulation to assist recent nurse graduates in becoming safe and competent clinicians.
This descriptive survey evaluates the role of medium to high fidelity simulation in the preparation for clinical nursing practice, from the perception of third year undergraduate students.
This paper is a report of a review of the quantitative evidence for medium to high fidelity simulation using manikins in nursing, in comparison to other educational strategies.
For more than a decade, the NLN has promoted simulation as a teaching methodology to prepare nurses for practice across the continuum of care in today’s complex health care environment.
Simulation Innovation Resource Center, National League for Nursing
Standards of best practice, International Nursing Association for Clinical Simulation and Learning
Society for Simulation in Healthcare
University of Washington
Agency for Healthcare Research & Quality, Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS)
Hudson, Scott. (n.d.) Key questions for developing an effective simulation program.
Jeffries, P. R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2): 96-103.
Cant, R.P. and Cooper, S.J. (2010). Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing, 66 (1): 3-15.
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