Abstract
Increased acuity of hospitalized patients, technology, and complexity of healthcare systems pose a unique challenge in the orientation of graduate nurses (GNs) to their role1. By themselves, traditional graduate nurse orientation programs do not provide adequate preparation for the transition from nursing school to professional practice2. In order to provide more realistic, low risk opportunities for students, many undergraduate nursing programs rely on increased use of simulation. Research has demonstrated that simulation experiences provide end-of-program outcomes comparable with experiences gained in traditional clinical hours3. The collaboration between nursing schools and hospitals add value and efficiency to the transition process2. Our hospital has worked with a local university to create a structure for simulated education in the hospital setting. The purpose of this mixed methods two group repeated measures quasi-experimental study was to evaluate the effects of simulation on the transition of two groups of new graduate nurses. Cohort 1 experienced the usual transition program with an individual simulation experience after the completion of their internship. Cohort 2 participated in two group simulation exercises during their internship. They are scheduled in December 2015 to complete the same individual simulation experience as the first group. Both groups included an EHR component which is novel for simulation research. Preliminary results showed that nurses in the intervention group demonstrated increased attention to hygiene and safety issues. Nurse comments in debriefing indicated an increase in comfort with using the EHR documentation during the simulation. Researchers noted which nurses acted as leaders and which were spectators.
Sigma Membership
Unknown
Lead Author Affiliation
International Nursing Association for Clinical Simulation and Learning (INACSL)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Clinical Simulation, New Graduate Transition, Quantitative Research
Recommended Citation
von Reyn, Rosanne; Ellis, Kathleen; Halverson, Lori; Smith, Nancy; and Sutton, Tamera, "Effectiveness of standardized patient simulation scenarios & electronic health record documentation to improve the clinical competence of graduate nurses" (2016). General Submissions: Presenations (Oral and Poster). 67.
https://www.sigmarepository.org/gen_sub_presentations/2016/presentations/67
Conference Name
International Nursing Association for Clinical Simulation and Learning Annual Conference 2016
Conference Host
International Nursing Association for Clinical Simulation and Learning
Conference Location
Grapevine, Texas, USA
Conference Year
2016
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Effectiveness of standardized patient simulation scenarios & electronic health record documentation to improve the clinical competence of graduate nurses
Grapevine, Texas, USA
Increased acuity of hospitalized patients, technology, and complexity of healthcare systems pose a unique challenge in the orientation of graduate nurses (GNs) to their role1. By themselves, traditional graduate nurse orientation programs do not provide adequate preparation for the transition from nursing school to professional practice2. In order to provide more realistic, low risk opportunities for students, many undergraduate nursing programs rely on increased use of simulation. Research has demonstrated that simulation experiences provide end-of-program outcomes comparable with experiences gained in traditional clinical hours3. The collaboration between nursing schools and hospitals add value and efficiency to the transition process2. Our hospital has worked with a local university to create a structure for simulated education in the hospital setting. The purpose of this mixed methods two group repeated measures quasi-experimental study was to evaluate the effects of simulation on the transition of two groups of new graduate nurses. Cohort 1 experienced the usual transition program with an individual simulation experience after the completion of their internship. Cohort 2 participated in two group simulation exercises during their internship. They are scheduled in December 2015 to complete the same individual simulation experience as the first group. Both groups included an EHR component which is novel for simulation research. Preliminary results showed that nurses in the intervention group demonstrated increased attention to hygiene and safety issues. Nurse comments in debriefing indicated an increase in comfort with using the EHR documentation during the simulation. Researchers noted which nurses acted as leaders and which were spectators.