Background: Phone simulations offer educators unique opportunities for teaching and assessment with reduced scheduling and location barriers. Problem: Challenges to learner assessments are multifaceted, including decreased availability of clinical sites, preceptors, and, at times, clinical instructors. Approach: This article describes the creation and implementation of diverse phone simulations at multiple levels of nursing education and provides suggestions for broader replication and adaptation. Outcomes: Phone simulations are easily implemented, well received, and helpful in assessing student learning and progression. At the generalist level, telephone SBAR (situation, background, assessment, and recommendation) simulations promote essential communication skills imperative in the delivery of safe and effective care. For advanced practice learners, phone simulations are easily applied across multiple populations and specialties. Guided reflections following simulation offer learners an opportunity to immediately self-remediate. Conclusions: Phone simulations provide adaptable opportunities to support learning and assess knowledge and competency within educational and clinical settings.
Background: Nurses make decisions about care individually and as part of a team. Collective competence, the effective team management of patient care situations, is partially dependent on nurses' individual confidence and clinical judgment competence. Purpose: To describe individual and team-based facilitators and barriers to collective competence in teams of senior baccalaureate-level prelicensure nursing students during a team-based simulation. Methods: With a cross-sectional design, the study used a 26-item survey based on the National Council of State Boards of Nursing (NCSBN)-Clinical Judgment Measurement Model (CJMM) (α= .86) to assess individual student confidence and perceptions of clinical judgment competence while observation of team dynamics and task completion assessed collective competence. Results: Closed-loop communication and role assignment were facilitators of collective competence when present and barriers when absent. Additional barriers were lack of student confidence and perceived competence with Layers 3 and 4 of the NCSBN-CJMM. Conclusions: Team-based simulation strategies can be effectively used to assess collective clinical judgment competence.
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