NCSBN Simulation Guidelines for Prelicensure Nursing Programs

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

“…The landmark National Council State Boards of Nursing (NCSBN) National Simulation Study provided evidence that up to 50% of traditional clinical experience can be substituted with simulation in prelicensure nursing programs with similar outcomes in nursing knowledge and clinical competency as those with 10% and 25% substitution (Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014a). The study qualifiers for each of the schools were rigorous and included the use of high-quality simulations, standards of best practice, a debriefing method grounded in educational theory, and trained, dedicated simulation faculty (Hayden et al, 2014a).…”

“…The study qualifiers for each of the schools were rigorous and included the use of high-quality simulations, standards of best practice, a debriefing method grounded in educational theory, and trained, dedicated simulation faculty (Hayden et al, 2014a). Lessons learned from the National Simulation Study on faculty development found faculty education for simulation pedagogy is often underfunded or neglected (Jeffries, Dreifuerst, Kardong-Edgren, & Hayden, 2015).…”

Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

“…Simulations technology constructs real critical care scenarios for improving active participation, clinical reasoning, judgment, and acute decision making skills [4]. It provides hands-on practice and experiences in life-saving measures, resuscitation, cardiac arrest, casualty, disaster and emergency management to enhance understanding and learning.…”

“…With growing patient acuity and the complexity of care, higher standards of nursing and competencies are set for new graduates in the clinical settings. Nurse educators endeavor to promote students' critical thinking skills and confidence and are confronted with interactive technology for improving student centered learning [2,3].Simulations technology constructs real critical care scenarios for improving active participation, clinical reasoning, judgment, and acute decision making skills [4]. It provides hands-on practice and experiences in life-saving measures, resuscitation, cardiac arrest, casualty, disaster and emergency management to enhance understanding and learning.…”

More Work Needed! Analysis of Fuzzy Concepts in Simulation-Based Learning

“…Further work to clarify the underlying assumptions behind this colloquial phase is needed. This clarifi cation is even more important, given the 2015 National Council of State Boards on Nursing guidelines that call for an established method to share student performance in simulation activities with clinical faculty (Alexander et al, 2015). Although the concept of a safe learning environment is discussed in the literature (Ganley & Linnard-Palmer, 2012;Rudolph, Raemer, & Simon, 2014), aspects of what comprises a safe learning environment and the meaning educators associate with the concept vary.…”