Meeting Undergraduate Nursing Students' Clinical Needs: A Comparison of Traditional Clinical, Face-to-Face Simulation, and Screen-Based Simulation Learning Environments.

BACKGROUND: Nurse educators expanded replacement of traditional clinical practice and face-to-face simulation experiences with screen-based simulation (SBS) during the COVID-19 (coronavirus disease 2019) pandemic. PURPOSE: The purpose of this research was to understand the student experience when learning in 3 types of clinical education environments. METHODS: This quantitative descriptive survey study used the Clinical Learning Environment Comparison Survey 2.0 (CLECS 2.0) to compare prelicensure nursing students' perceptions of learning in 3 clinical learning environments. RESULTS: The CLECS 2.0 was completed by 113 participants from 3 countries. Most scores were highest for the traditional clinical practice environment, and all were lowest for the SBS environment. CONCLUSIONS: The findings are concerning as discussions about whether SBS can replace traditional clinical practice hours unfolds. The findings support the need for concentrated efforts to improve specific areas of the SBS experience.

Traditional Clinical Outcomes in Prelicensure Nursing Education: An Empty Systematic Review.

BACKGROUND: Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students. METHOD: A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Nine electronic databases were searched. Full-text review was completed for 118 articles meeting inclusion criteria. RESULTS: No studies reported learning outcomes attributed to clinical education models, resulting in an empty review. Studies were commonly self-reports of perceptions and confidence, lacking quantitative outcomes. CONCLUSION: No sufficient evidence was found to support traditional clinical models. The scope of nursing practice and patient complexity requires higher order thinking skills, ability to prioritize, and leadership in interdisciplinary care environments. This review raises serious concerns about how nurse educators assess learning in traditional clinical environments. [J Nurs Educ. 2021;60(3):136-142.].

Operationalizing a simulation program: Practical information for leadership.

Failure to ensure organizational readiness for curricular integration of simulation can result in a costly and ineffective simulation program. Organizational leaders who are aware of the principles of changemaker leadership and specific operational considerations are best positioned to ensure a quality simulation program. To assist these leaders, this article provides practical information derived from dissection of the Standard of Best Practice: SimulationSM : Operations, including topics of strategic planning, financial resources, expert personnel, resource management systems, policies and procedures, and systems integration. Additionally, an introduction to a foundational tool to spearhead change is offered, and characteristics of the changemaker leader needed to develop and sustain an effective and efficient simulation program are highlighted. Understanding the criteria necessary for effective simulation operations and early recognition of the conditions and variables that can influence organizational culture is of utmost importance to ensure programmatic success.

Development and Psychometric Evaluation of the Simulation Culture Organizational Readiness Survey.

Expensive high-fidelity simulators sit unused in nursing programs worldwide. One cause of this is failure to ensure organizational readiness to integrate simulation into the curriculum. The Simulation Culture Organizational Readiness Survey (SCORS) was developed to assist administrators in evaluating institutional and program readiness for simulation integration. Psychometric analysis finds the SCORS to be a valid, reliable tool for use by administrators to determine organizational readiness for simulation integration.

A multi-dimensional analysis of person-centred collaborative practice for designing an educational curriculum in continuing care centres.

A significant transformation occurring in the continuing care industry is an attempt to shift the culture from impersonal institutions into true person-centred care (PCC) homes. This approach re-orients the facility's values, attitudes, norms and hierarchies while creating flexible role descriptions to promote collaborative teamwork. PCC practices will require healthcare teams to develop new approaches that empower residents and families to become partners in the development of a plan of care. This report outlines a study, which will gather data from an organizational policy analysis and interviews with residents and healthcare staff. These data will be examined through a sociological lens to identify areas for team improvement. The results will guide the design of a training curriculum to be delivered using traditional and multi-modal hi-fidelity simulation methods.

Dynamic and routine interprofessional simulations: expanding the use of simulation to enhance interprofessional competencies.

The purpose of this study was to develop, deliver, and assess relevant interprofessional (IP) simulation experiences for prelicensure students from multiple disciplines in certificate, diploma, and degree programs. Seventy-eight students from four post-secondary institutions participated in either a high-fidelity mannequin postoperative simulation experience (dynamic simulation) or a standardized patient homecare simulation experience (routine simulation). The University of West England Questionnaire was used pre- and post-simulation experience to determine the change in communication and teamwork. Overall, students' perceptions of their communication and teamwork skills increased after completing either simulation. Students from certificate, diploma, and degree programs participating in the same simulations demonstrated improvements on self-report measures of communication and teamwork. The key was creating a simulation learning experience that reflected the realities of practice, rather than the participants' credentials. Placing students in teams that are relevant for practice, rather than grouping them by academic credentials, is necessary and can provide positive learning experiences for all participants, as demonstrated by these results.