An innovative approach for graduate nursing student achievement of leadership, quality, and safety competencies.

The COVID-19 pandemic abruptly disrupted nursing education, forcing schools of nursing to move from in-person to online classes while clinical sites suspended rotations. These changes jeopardized graduate nursing degree completion for Registered Nurses (RNs) at a time when they were urgently needed to practice. The aim of this initiative was to develop proficiency of Master of Science in Nursing (MSN) leadership competencies in the absence of in-person clinical experiences and ensure timely program completion. To meet this aim, an interactive virtual clinical experience was rapidly designed. A team of expert faculty integrated a blend of perspectives from academia and practice to develop an unfolding case study across the health care continuum based on the real-world trajectory of the pandemic. This innovative interactive virtual clinical resulted in achievement of the aim. The faculty closely monitored progressive development of student proficiency in leadership, quality, and safety competencies as the teams effectively navigated the rigorous demands of the healthcare system within a complex scenario. Students reported satisfaction with the interactive clinical experience and gained increased confidence in leadership, quality, and safety competencies.

A Virtual World: New Graduate Education in the Era of COVID-19.

In this article, the authors share strategies of adult learning principles for successful transition to virtual learning for new graduate clinical nurses. Knowles' theory was used to redesign a simulation-based education approach to fulfill the diverse learning needs during the COVID-19 pandemic. The delivery of efficient, effective, and meaningful education was achieved by leveraging technology. This evidence-based strategy was delivered via a cost-effective virtual platform that offered improved accessibility and convenience of education without compromising the quality of the educational outcomes, participant engagement, or learner satisfaction. This virtual platform incorporating a variety of active learning strategies exhibited effective practices, engaging the new graduate clinical nurses and enhancing their acquiring, retaining, and applying knowledge in providing high-quality and safe patient care. It demonstrated the promise that virtual education holds for future programs to enhance professional development and build the nursing workforce. Nurse educators can be instrumental in advancing this virtual agenda. [J Contin Educ Nurs. 2022;53(7):307-311.].

Can You Escape Sepsis? Using a Healthcare Escape Room as an Innovative Approach to Nursing Education.

PURPOSE/OBJECTIVES: The purpose of this article is to provide the clinical nurse specialist with an interactive, creative, and fun approach using an escape room to increase the retention and application of knowledge about caring for patients with sepsis and improve patient care outcomes. DESCRIPTION OF THE PROJECT: This project involved the design of a healthcare-based escape room, where clinical nurses and interprofessional learners engaged in a series of puzzles and problem-solving experiences to apply clinical judgment and critical thinking about patient care. THEORY AND FRAMEWORKS: Knowles' theory of adult learning guided the development of this gamified learning. OUTCOME: The clinical nurse specialist was critical to the success of the escape room. The escape room created an innovative learning environment, expanding opportunities to engage staff and promote high-quality care for best patient outcomes. CONCLUSION: The benefits of incorporating adult learning principles with gamification-based education as a teaching strategy are evident in the feedback and overwhelmingly positive responses received from participants. The successes of the sepsis escape room have presented opportunities to continue supporting progressive, fun, and evidence-based learning environments and positively impact both nursing education and patient care outcomes.