Developing Patient-Centered Care Competencies Among Prelicensure Nursing Students Using Simulation

Abstract

Health care improvement requires collaboration between academia and practice to bridge gaps in nurse education and achievement of quality outcomes. Quality and Safety Education for Nurses identified six domains, including patient-centered care, that should be addressed during prelicensure education. Simulation is a recommended strategy to teach safe clinical practice; however, cost, space, and faculty resources are barriers to its use. Computer-based social simulation is less resource intensive and effective in improving critical-thinking skills. A pilot study was conducted to compare required resources and student learning outcomes for traditional versus computer-based simulation. Fifty-three baccalaureate nursing students participated in the study; 34 completed the computer-based simulation and 31 completed the traditional simulation. Group patient-centered care competency scores improved similarly (p < 0.001), although fewer faculty hours were required to administer the computer-based intervention. Findings suggest computer-based simulation is an efficient and effective learning strategy to develop patient-centered care competencies.

Assessing the patient safety competencies of healthcare professionals: a systematic review

“…Our safety competency results show a high (r=0.65–0.80)35 45 55 or modest (r=0.34)56 correlation with technical skills. Conversely, they exhibit a low (r=0.13)32 68 or modest (r=0.25)32 35 68 correlation with final written examination scores. Performance scores were also compared across training levels and trainee characteristics for 13 of our assessment tools (38%); 11 tools in 17 studies produced scores that increased with training level,23–26 33 37–39 45 48 49 52 57–59 61 67 while for three tools in four studies this trend was not observed 36 41 53 62.…”

Empathic Communication in Virtual Education for Nursing Students

“…At the same time, simulated education solutions have shown no significant difference in either learning outcomes or student satisfaction when compared with other simulation modalities (5). Yet, the use of virtual patient simulations has particular unique benefits that include the asynchronous, computer-based delivery of clinical situations, which eliminates the necessity for patient actor recruitment and training (7); the complete standardization of the patient encounter, which removes any possible subjectivity that may exist in simulations conducted with a human patient actor (8); and the transparency into student performance provided to instructors through verbatim transcripts of each interaction (9). …”

Developing critical thinking skills in undergraduate nursing students: The potential for strategic management simulations

“…The current literature contains many examples of how simulated clinical activities can assist in the development of critical thinking ability, largely due to the guided debriefing that follows the simulated scenario [21,22] . The need for intensive faculty training and costs has been identified as barriers.…”

“…The use of simulation with high-fidelity mannequins has shown to be an effective teaching strategy for nursing students [19][20][21][22] .…”