The Effectiveness of Simulation Use in Transition to Practice Nurse Residency Programs

Abstract

Representatives of three international associations reviewed literature published from 2009 to 2018 to ascertain the effectiveness of simulation use in transition to practice programs for newly licensed registered nurses (NLRNs). A review of nine quantitative studies demonstrated that simulation positively influences NLRN self-perception of skills, competence, readiness for practice, and confidence. However, evidence of objective measures of NLRN competence and the impact of simulation on patient and organizational outcomes was lacking.

Retaining new graduate nurses

“…23,29,35 Extended programs that last between 12 and 18 months and include a comprehensive review of concepts and simulated experiences are recommended. 36,37 Given the ongoing demands of direct care nurses, self-care and resilience training should be included. 37 Opportunities to engage with residency cohort members during the first year can also enhance resilience as they share experiences, problem-solve, and form relationships with peers and nurse leaders.…”

“…A structured, evidence-based program can facilitate transition to practice and promote a safe environment 23,29,35. Extended programs that last between 12 and 18 months and include a comprehensive review of concepts and simulated experiences are recommended 36,37. Given the ongoing demands of direct care nurses, self-care and resilience training should be included 37.…”

Ability to Care in Acute Situations—The Influence of Simulation-Based Education on New Graduate Nurses

“…The choice of a validated and psychometric-tested instrument for the measurement of the ability to care in acute situations should, however, be considered a methodological strength. 12 Furthermore, the data in this study were self-reported. However, the use of self-reported data is frequently used in simulationbased studies, 34 owing to a lack of objective measures.…”

“…11 A review from the specific context of transition program studies indicated that the use of simulation-based education improved NGNs' perceptions of their skills, confidence, competence, and readiness for practice. 12 Elsewhere, simulations have been reported to enhance NGNs' ongoing development of clinical judgment and their ability to notice patient issues and reflect on care experiences. 13 Despite literature indicating that simulation-based education is beneficial, there is no consensus regarding the types and timing of simulations.…”

“…14,15 There are also concerns that data for simulation-based education in NGN transition programs are often obtained from small sample sizes with low statistical significance that fail to use valid, reliable, and psychometric-tested scales. 12 Hence, we need to better understand whether and how simulation-based education can improve NGNs' perceived ability to provide care in acute situations using a scale specifically developed for measuring NGNs' ability in acute situations.…”