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Background and objective: The COVID-19 pandemic has placed a significant increase for the need of high quality, high fidelity simulation practices to replace limited clinical experiences. Repetitive experiential practice is a training strategy used among professionals to bridge theoretical concepts to action. Furthermore, immediate repetitive experiential practice in a simulation environment is a novel approach that holds promise for learners to improve their response to critical conditions through increased faculty guided reflection. This study aimed to explore student attitudes regarding an immediate repeat of a simulation as a first step to explore training effectiveness.Methods: Students enrolled in a complex health baccalaureate nursing course participated in an immediate repeat of a septic shock simulation. An interpretive phenomenological approach was utilized to better understand undergraduate nursing students' lived experience of learning through a repeat septic shock simulation.Results: Three themes emerged: Appreciation of Knowledge, Awareness of Skill, and Awareness of Attitudes.Conclusions: Learners found an immediate repeat of the simulation a valuable teaching strategy. Participants described a growing sense of differentiating priorities when managing a patient in septic shock. The immediate repeat simulation was deemed impactful to the learners’ knowledge, skills, and attitudes. This is a viable option for educators to incorporate at a time when forced to utilize simulation experiences to replace limited clinical opportunities.

Background: Prelicensure nursing students possess minimal knowledge and skill to implement sepsis protocols effectively. This article evaluates an educational project to assess the impact of a repeat septic shock simulation on pre-licensure nursing students' knowledge and skill competency. Methods: A quasi-experimental, repeated measures, pre-post design strategy was used to evaluate a repeat septic shock simulation. A convenience sample of one-hundred-forty-three (N = 143) senior baccalaureate nursing students enrolled in the study. The project consisted of a septic shock didactic session, septic shock simulation with a high-fidelity mannequin, debrief, repeat simulation followed by a second debrief as a component of a complex health nursing course. Ninety-seven (n = 97) participants were randomly assigned to groups of up to five students to participate in a repeat septic shock simulation. Forty-six (n = 46) participants were randomly assigned to up to five students and served as a control group. The control group participated in all study elements except the repeat simulation.Results: The percent change in nursing students’ knowledge scores from Pre-simulation to Post-simulation was statistically significant (p < .001). The initial and repeat simulation realized modest gains in competency scores between the initial and repeated simulation.Conclusions: Providing concurrent experiences using a screening tool in real-time while simultaneously providing an opportunity to practice and refine clinical judgment through a repeat simulation proved effective.

Introduction : The ability to function as an effective member of the healthcare team is essential for graduate nurses upon entry into practice. Team training is therefore, an important element of nursing education. A convenient and cost-effective approach to providing team training to nursing students is through the TeamSTEPPS ® curriculum. The purpose of the study was to determine if an intentional integration of TeamSTEPPS ® principles into simulation-based team training modules would improve attitudes toward teamwork in a cohort of undergraduate nursing students. Methods : A quasi–experimental time series nonequivalent control group design was used. A convenience sample of 115 first semester students (108 completed) who received the TeamSTEPPS ® training and 77 final semester undergraduate students who did not receive the intervention participated. Repeated measures of the TeamSTEPPS-Teamwork Attitude Questionnaire (T-TAQ) were obtained initially and three times throughout the curriculum. Final semester students served as the comparison group and completed the T-TAQ without formal team training. Results : After participation in ten hours of simulation-based instructional activities, T-TAQ scores significantly increased from baseline and maintained over time. No statistical difference was identified between first semester students without formal team training and graduating students without formal team training. Conclusions : The findings suggest an intentional integration of TeamSTEPPS ® principles throughout an undergraduate-nursing curriculum improve and maintain student teamwork attitudes over time. It is recommended that TeamSTEPPS ® principles be intentionally integrated throughout undergraduate nursing curricula.