Using Simulation Evaluation for Prelicensure Nursing Program Review

Abstract

Background Faculty in a prelicensure baccalaureate nursing program were interested in establishing a process for use of simulation for the evaluation of program outcomes. Problem Several infrastructure barriers existed for the implementation of simulation for a fair, valid, and reliable student evaluation. Approach Faculty chose to evaluate student performance in simulation to examine student achievement of program outcomes. Conclusions The project informed curricular decisions moving forward, helped faculty to standardize scenarios, and outlined a process of establishing validity and reliability that could be implemented in the future for student evaluation.

Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review

“…At the undergraduate level, the main focus of education delivered was on telehealth and/or telenursing [30][31][32][33][34][35][36][37][38][39][40] and developing competency in using the EHR through the simulated EHRs [71][72][73][74][75][76][77][78][79][80]. Two studies focused on NI education [83,84].…”

“…Two studies focused on NI education [83,84]. Of note, some of these interventions were implemented or developed in response to the COVID-19 pandemic [30][31][32][33][34]38].…”

“…Integration of simulation experiences was mostly as a stand-alone intervention, a few studies reported integration as part of an existing course. These studies integrated the simulation experiences as part of a rotation practice [36], course assignment [31], and as part of a clinical course [35,38]. Simulation was delivered mainly via teleconferencing and online technologies such as Zoom and Google Hangouts [30,31,33,34,[38][39][40].…”

“…These studies integrated the simulation experiences as part of a rotation practice [36], course assignment [31], and as part of a clinical course [35,38]. Simulation was delivered mainly via teleconferencing and online technologies such as Zoom and Google Hangouts [30,31,33,34,[38][39][40]. A few studies utilized a telehealth robot [31] or a telepresence robot [36,37].…”

“…The simulation experiences varied in length from one hour to a few hours, facilitated by use of scenarios, standardized patients, briefing, and debriefing. Authors utilized different professional practice frameworks such as the American Association of Colleges of Nursing (AACN) Essentials [31,38], National Organization of Nurse Practitioner Faculties (NONPF) [31], QSEN [35], best practices and theoretical frameworks for conducting simulation such as the International Nursing Association of Clinical Simulation and Learning (INACSL) and Promoting Excellence and Reflective Learning through Simulation (PEARLS) method for debriefing [31,34,35].…”