Title : Integrating simulation in nursing education enhances competency
Abstract:
Equipping nursing students with competencies that employer’s desire can be a challenging proposition. Simulation is based on experiential learning. It is an innovative teaching strategy with increased use of learning technology that complement clinical experiences for entry into practice. Simulation learning has become an integral part of nursing education. The National Council of State Board of Nursing (NCSBN, 2014) demonstrated that simulations are as effective as traditional clinical experiences for achieving competencies. Simulationas an innovative teaching strategy, its use could be rationalized as it ensures patient safety, overcome faculty and preceptor shortages and lack of clinical sites. Simulation could be used as both as a teaching strategy and an evaluation tool. It is an outcome-based and evidence-based education strategy. Integrating simulation as a clinical teaching strategy is the current trend and recommendation ((NCSBN, 2014). Simulations are defined as activities that imitate a real clinical environment and focus on development of desired competencies essential for quality caring. Seven Best Practice Standards by The International Nursing Association for Clinical Simulation and Learning (INACSL) confirms the consistency in simulation. To integrate simulation first determines overall aim of simulation with desired techniques of simulation. Jeffries simulation framework (2005) helps to designing. It consists of key components such as teacher and student factors, educational practices, simulation design, and outcomes. So objectives; fidelity, building a level of complexity; providing cues for participants as the simulation progresses; and debriefing during and after the simulation are the core aspects of simulated teaching. The overall simulation development includes a five step process: (1) key concept identification; (2) competency and standard mapping; (3) scenario building; (4) debriefing development; and (5) testing and refinement of the scenario (Aebersold&Tschannen, 2012). Simulation methods can be different mode as interactive videos, role play, low, medium or high fidelity simulators, virtual simulations, and standardized patients. It provides ample opportunities for improving competency in a given area. Obstetrics is an area where much work in simulation has been done, most with a focus on teamwork skills in the inter-professional team during obstetric emergencies (Birch, et al., 2007;Fransen, et al., 2012). Simulation has been used effectively in maternal health course to improve undergraduate students course outcomes such as knowledge, specific skills related to antenatal, intra natal, postnatal and newborn care. Students feedback on the benefits of simulation confirmed that students were highly satisfied and confident in their desired competencies. The highlights of their simulation experience were its benefit on enhancing patient safety aspects and academic safety. Simulation enhances better theory practice correlation creating meaningful and robust learning experiences through simulation can benefit students’ performance in clinical practice. Changes in healthcare environment with focus on patient safety and quality demands strategies which ensure desired competencies at entry level. Integrating simulation in nursing education provide uniform platform for all students to practice. It reinforces important concepts and expected competencies. Simulation as a student centered interactive learning with room for self-directed learning and reflection were highly appreciated by students and faculty.
Takeaway Notes:
The faculty, Hospital Administrators or anyone involved with institution where they are dealing with health professional training can integrate simulation strategy into their curriculum. Simulation provides opportunity to rehearse particular clinical scenarios without harm to patients and other competencies which may be difficult to otherwise achieve. So, desired competency could be achieved to ensure safe and quality care. Research on simulation impact on patient outcome and program outcome can be considered. Due to less accessibility to required number and type of patients on the day of examination, simulation is a best tool either as formative or as summative evaluation.
