Regulation of Simulation Use in United States Prelicensure Nursing Programs

Bradley, Cynthia Sherraden; Johnson, Brandon Kyle; Dreifuerst, Kristina Thomas; White, Philip L.; Conde, Susan Kata; Meakim, Colleen; Curry-Lourenco, Kim; Childress, Reba Moyer

doi:10.1016/j.ecns.2019.04.004

Cited by 41 publications

(20 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The state board of nursing does not define an equivalence ratio between simulation and clinical hours for undergraduate or graduate nursing programs, however, the board cites the 2017 NCSBN national simulation study which reported almost 80% of programs responding used a 1:1 ratio of clinical to simulation hours ( Bradley et al, 2019 ; Texas Board of Nursing, 2020b ). However, more recent evidence supported the use of a higher ratio of 2 clinical hours to 1 hour simulation when used for substitution of traditional clinical experiences ( Jimenez, 2017 ; Sullivan et al, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

Fogg

Wilson

Trinka

et al. 2020

Journal of Professional Nursing

104

View full text Add to dashboard Cite

When the COVID-19 pandemic forced university campuses and healthcare agencies to temporarily suspend both undergraduate and graduate direct care educational experiences, nursing programs had to formulate alternative plans to facilitate clinical learning. Texas Woman's University used this opportunity to assemble a faculty group tasked with creating a set of college-wide guidelines for virtual simulation use as a substitution for traditional face-to-face clinical. The process included completing a needs assessment of both undergraduate and graduate level programs across three campuses and identifying regulatory requirements and limitations for clinical experiences. The task force utilized the information gathered to develop evidence-based recommendations for simulation hour equivalence ratios and compiled a list of virtual activities and products faculty could use to complete clinical experiences. Undergraduate and graduate student surveys were conducted to determine the effectiveness of the transition to virtual clinical experiences. Overall, the majority of survey results were positive regarding virtual simulation experiences providing students with valuable opportunities to enhance their learning. Negative comments regarding the impact of COVID-19 on a personal level included issues involving internet access and web conferencing logistics, lack of motivation to study, family difficulties, and faculty inexperience teaching in an online environment. Undergraduate pre-licensure students were provided with opportunities to successfully complete all remaining required clinical hours virtually, while graduate students were allowed to complete non-direct care hours as applicable using virtual clinical experiences.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

Fogg

Wilson

Trinka

et al. 2020

Journal of Professional Nursing

104

View full text Add to dashboard Cite

show abstract

“…In the U.S., some state Boards of Nursing (BONs) allow simulation to substitute for traditional clinical learning hours for nursing students. Bradley et al found a significant amount of variability in the number of traditional clinical hours that can be replaced with simulation in prelicensure nursing education programs [21]. The authors felt that the variability in how state BONs define and regulate simulation in nurse training raises questions about learner outcomes' consistency [21].…”

Section: Regulatory Issuesmentioning

confidence: 99%

“…Bradley et al found a significant amount of variability in the number of traditional clinical hours that can be replaced with simulation in prelicensure nursing education programs [21]. The authors felt that the variability in how state BONs define and regulate simulation in nurse training raises questions about learner outcomes' consistency [21]. A meta-narrative review by Roberts et al found that while simulation is widely used as an adjunct to clinical hours, regulations need to be defined around the simulation modality used, the number of hours of simulation compared with clinical practice, and the assessment tools used to ensure quality [22].…”

Section: Regulatory Issuesmentioning

confidence: 99%

The Global Healthcare Simulation Economy: A Scoping Review

Sawyer¹,

Gray²,

Umoren³

2022

Cureus

View full text Add to dashboard Cite

Healthcare simulation is a technique that creates a situation or environment that allows persons to experience a representation of a real health care event for the purpose of practice, learning, evaluation, or gaining an understanding of systems or human actions. The use of healthcare simulation has grown rapidly over the last decade. In this review, we describe the global healthcare simulation economy. We reviewed the literature describing the global healthcare simulation economy using four research databases (Google Scholar, MEDLINE, Embase, and EconLit) as well as alternative sources. The specific aims were to examine the major economic themes facing the healthcare simulation economy. We found that the global healthcare simulation market is segmented based on product & services, fidelity, end-user, and geography. The market has experienced new player entry over the last few years, with most businesses focused in North America, Europe, and Asia-Pacific. The global healthcare simulation market is expected to reach between $3.19 and $7.7 billion by 2027, with a compound annual growth rate of 14.6% to 17.8%. Political and trade issues between America and China may increase the cost of goods in the short term. There are no global regulations on the use of healthcare simulation for training, licensing, or certification. Therefore, individual countries, states, and healthcare specialties establish individual regulations. We conclude that the major economic issues facing the global healthcare simulation economy include market segmentation, the entry of new players, and differential global growth. These factors, plus recent political and trade issues, and lack of regulations, could impact decision-making.

show abstract

“…Without detailed regulatory guidance from the state BONs, nursing programs do not have the support for the infrastructure needed to build sustainable, quality simulation programs. This includes the notable costs and resources necessary to support evidence-based simulation programs, such as the time and cost needed for training faculty in simulation development, facilitation, and debriefing ( Bradley, 2019 ; Waxman, Nichols, Shum, & Forsey, 2019a ). Given the positive and welcome disruption that simulation has brought to clinical nursing education ( Waxman, Bowler, Forneris, Kardong-Edgren, & Rizzolo, 2019b ), it would be expected that the BONs would align regulatory guidance of each known evidence-based component of simulation necessary to ensure quality clinical learning outcomes.…”

Section: Introductionmentioning

confidence: 99%