The new graduate nurse must be prepared for the complexities of the workplace. Research has shown the role that experience plays in providing quality nursing care. This pilot study explored the performance outcomes of final semester nursing students in a multiple-patient simulation. Twelve students were evaluated by an independent rater who viewed videotapes to measure the behaviors using the Seattle University Simulation Evaluation Tool. The data found that the students were unable to consistently prioritize, delegate, and communicate the plan of care while in an environment with competing demands. The findings support the use of multiple-patient simulation.

Background The Maryland Clinical Simulation Resource Consortium (MCSRC) was funded to increase the quality and quantity of simulation used in nursing education. Problem Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy. Approach The MCSRC developed a statewide curriculum model for a 3-day train-the-trainer program framed in theory and grounded in evidence. The program teaches nurse educators across 3 levels: novice, competent, and expert. Outcomes The evaluation plan was developed using Kirkpatrick's 4 levels to measure outcomes of the program. Self-confidence, satisfaction, knowledge, and behavioral changes have been realized. Nurse educators are now using theory, standards, and guidelines when conducting simulation-based experiences. Conclusions The curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.