The effectiveness of simulation in advancing quality and safety education for nurses-based competency in accelerated nursing students

Abstract

Newly licensed Registered Nurses (RNs) have an obligation to be safe and effective in their first job. The transition of nursing graduates to the new RN role should ensure the key components of safety and effectiveness are present. Transitions can be made more effective through the use of simulations. Rubrics can be used in simulations to help validate progression in learning from simple to more complex care concepts. A study was conducted to assess the effectiveness of the use of simulations utilizing rubrics to assess progression in performance in second degree students enrolled in an accelerated nursing program. Findings indicate that the use of simulation, utilizing Quality and Safety Education for Nurses (QSEN)-based rubrics for assessment, can improve competence in patient care and safety, thus contributing to a successful transition to practice.

Simulation in emergency nursing education: An integrative review

“…Simulation brings students to the learning process, and it allows giving them a high degree of responsibility in a given scenario, since it would not be possible in real emergencies due to the risk to patients' life. [22] Although high-and mediumfidelity manikins are effective in simulation scenarios, the use of actors is understandable due to the high price of the materials and the necessary expertise to operate them. [23] Students were happy with the use of simulation, since they gained self-confidence and developed skills.…”

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

“…[3] Simulation has been defined by other authors as an approach which allows an individual to not only acquire and employ the competencies to create real-life situations, but also receive feedback to help enhance their academic needs. [4] Utilizing simulation allows students to increase their participation in learning activities. A study by Gore, Hunt, Parker and Raines (2011) shows how there is a level of reduced anxiety when carrying out a simulation, which in a traditional clinical setting is much difficult to execute.…”