Patient safety and simulation in prelicensure nursing education: An integrative review

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Abstract

The Institute of Medicine (2003) called for healthcare educational reform to emphasize patient safety. The Quality and Safety Education for Nurses (2011) initiative responded to the call and defined quality and safety competencies and knowledge, skills, and attitudes necessary to achieve the competencies. The purpose of this review is to synthesize the evidence of simulation to teach safety in nursing education. The final appraisal included 17 articles. The evidence supports the use of simulation to teach patient safety competencies.

Section snippets

Quality, safety, and simulation

The Institute of Medicine (IOM, 2003) called for educational reform for health professionals emphasizing patient safety skills, such as identifying errors and hazards in care, and basic safety principles, such as standardization and simplification. The IOM identified five competencies necessary for health professionals: quality and safety, patient-centered care, evidence-based practice, teamwork and collaboration, and informatics. The Quality and Safety Education in Nursing (QSEN) initiative

Method

A review of the literature was conducted using the following databases: Cumulative Index of Nursing and Allied Health Literature (CINAHL), Educational Resources Information Center (ERIC), Medline, and Joanna Briggs Institute (JBI). These databases were selected for this review because they include peer-reviewed scientific journals that pertain to nursing and nursing education.

Discussion

The purpose of the appraisal of the evidence was to examine the effectiveness of simulation as an educational intervention to improve patient safety competencies. The characteristics of each study are detailed in Table 2. Thirteen studies investigated simulation as an educational intervention (Cant and Cooper, 2009, Decker, 2007, Gantt and Webb-Corbett, 2010, Henneman et al., 2010, Ironside et al., 2009, Lapkin et al., 2010, Laschinger et al., 2008, Miller and LaFramboise, 2009, Nehring, 2008,

Conclusion

The evidence obtained from this integrative review validates simulation as an educational intervention to teach patients safety competencies in prelicensure nursing, particularly when other clinical experiences are not available. The studies reviewed focused on simulation, patient safety, and simulation and patient safety in prelicensure nursing education. Simulation was reported to be as effective as other interactive educational interventions and more effective than traditional lecture used

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