Patient safety and simulation in prelicensure nursing education: An integrative review
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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2019, Teaching and Learning in NursingCitation Excerpt :Studies examined critical thinking and the effect simulation had on students’ knowledge and the results were inconclusive (Jeffries & Rizzolo, 2006; Kardong-Edgren, Anderson, & Michaels, 2007; Ravert, 2004; Ruggenberg, 2008). Berndt’s (2014) integrative review of undergraduate programs found evidence clearly supporting the use of simulation as an educational intervention to teach patient safety competencies in prelicensure nursing education but, learning outcomes were measured using a less rigorous design and indicated self-report was utilized as effectiveness in learning. Some studies showed quantitative evidence of the effectiveness of simulation-based education.
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2018, Nurse Education in PracticeCitation Excerpt :They are beneficial (Shin et al., 2015) because they have the advantage of being a form of experiential learning that is reflexive with no risks to patients (Naik and Brien, 2013). Also, they help to settle the ethical dilemmas that arise during the training of professionals who have traditionally been trained with real patients (Berndt, 2014). Through simulations, students can acquire many types of competencies (i.e., clinical and non-clinical skills, knowledge, behaviour, etc.) by experiencing situations and later reflecting on them (debriefing) with the guidance of a facilitator, thereby improving the nursing students' knowledge (Cant and Cooper, 2017).