Nursing Simulation and Improved Patient Outcomes

While the science and art of nursing practice continue to evolve, so must the modalities for training clinical skills for nursing students. Labs and simulated scenarios using task trainers and high fidelity interactive mannequins allow the student to develop competence in technical skills before practicing on real patients. Simulation also provides a modality to quantitatively evaluate nursing care, and integrate Evidence-Based Practice (EBP) into simulated scenarios. As more training programs are using simulation, more research on its effect nursing education and outcomes measurement is being conducted.    Simulations are a valuable tool for students to learn patient safety skills thus improving patient outcomes in the clinical setting without the fear of harming real patients (DeBourgh, 2011 p. 111). Through experiential learning, skills labs are an opportunity to practice under the observation of experienced instructors in a controlled environment. Additionally, students synthesize EBP into the clinical setting (Stanley, 2012). Simulations can be tailored to emphasize critical points for the nursing student and are valuable quantitative measurement tools for assessing student knowledge and skills competency (Eggenberger, 2012 p. 406). The peer-instructor debriefing in simulation education provides a practical codification of and assessment of nursing competencies.   

Including these elements in nursing education advances nursing skills competency and confidence. Further, simulation education can be used as a valuable measure for student skills by evaluating individual and peer conduct by adapting the Coates’ Caring Efficacy Scale to simulation (Eggenberger, 2012 p. 407). Through debriefing, students and instructors can identify potentially critical errors before they are committed to actual patients. Committing these errors in simulation is shown to reduce the incidents of medical errors in clinical practice.   

Honing skills in the lab including self-assessment, peer and instructor comments has given me the opportunity to learn in a safe and supportive environment before the trial by fire in clinical practice. This allows me to develop and trust my instincts for a proper procedure allowing me to devote more attention to continuous patient assessment. Through assessment, I can continually monitor patient progress, the quality of patient care, and more quickly identify a negative outcome. The avoidance of medical errors is my central goal in studying nursing and if I can do that effectively then patient outcomes will improve absent avoidable error. The more relevant practice I gain with constructive comments will enhance my nursing practice.

References

DeBourgh, G., & Prion, S. (2012). Patient safety manifesto: A professional imperative for prelicensure nursing education. Journal of Professional Nursing, 28(2), 110-118. Retrieved from http://www.professionalnursing.org/article/S8755-7223%2811%2900074-3/abstract

Eggenberger, T., Keller, K., Chase, S., & Payne, L. (2012). A quantitative approach to evaluating caring in nursing simulation. Nursing Education Perspectives, 33(6), 406-409. Retrieved from http://nlnjournals.org/doi/pdf/10.5480/1536-5026-33.6.406

Stanley, L. (Director) (2012, July 1). Integrating evidence based practice into nursing students' simulation scenarios. UTHSCSA Summer Institute. Lecture conducted from UTHSCSA University of Texas Health Science Center at San Antonio, San Antonio, TX.