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A standardized survey to describe the quality of care received from prelicensure nursing students during simulation can measure simulation program effectiveness.The purpose of this study was to compare national Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey data with data received from standardized patients (SPs) using a modified HCAHPS survey.SPs completed a modified HCAHPS survey immediately following each in-person simulated encounter. One year of SP responses (N = 385) from one baccalaureate nursing program was compared with the national HCAHPS survey data from the same time.All SP responses were less than the national proportions. However, when the level of stringency was adjusted, the responses more similarly aligned to the national proportions.Findings suggest HCAHPS data can be used to model correlates of the quality of care SPs receive during simulation events.

Background and purpose Prelicensure nursing students lack the situational awareness to promote timely intervention with a patient in septic shock. This study evaluated a multifaceted educational project that determined the impact on nursing students' knowledge retention and time to task (TTT). Methods A quasi-experimental, repeated-measures design was used to evaluate students' knowledge retention and TTT. Eighty-four prelicensure nursing students participated in groups of 4 students to participate in a high-fidelity simulation. Results Results show knowledge retention was significant between the pretest scores and 2 repeated assessment scores. The repeated-measures analysis of variance time effect P value was .02. The overall TTT group response suggested most (64/84, 76%) students responded within 5 minutes of patient deterioration. Conclusions A multifaceted approach was effective to influence knowledge of septic shock over time and demonstrate students' ability to intervene with a septic shock patient in a timely manner.

Objective The purpose of this paper is to report on the implementation and evaluation of a Screening, Brief Intervention and Referral to Treatment (SBIRT) educational program into an undergraduate nursing curriculum and to recommend modifications for future trainings. Design and sample A one-group pre-test/post-test design was used. The sample consisted of senior level undergraduate nursing students. Measures Core knowledge, perceived competency, and program satisfaction were measured. Process evaluation activities were performed to gather feedback on the training and solicit ideas and recommendations for improvement. Results Of the 354 nursing students enrolled in the training, 249 (70%) participated in the research portion, with 240 (96%) completed the pre- and post-training evaluations. All four core knowledge components and 13 perceived competency indicators were statistically significant (p ≤ .001) when comparing pre- and post-t test values. Process evaluation data collected through 25 telephone interviews found that the training improved the students' confidence and ability to screen for substance misuse with patients. Conclusion Findings support the implementation of SBIRT training into an undergraduate nursing curriculum. Modifications for future training and research are proposed.

The use of backward design is an effective strategy to create innovative and transformative programs. This article describes the use of backward design to create an effective graduate program to prepare nurse educators. Two cohorts of graduates provided feedback regarding program outcomes. Respondents were all working in an educator role after graduation, in both clinical and academic settings. Overall, respondents reported agreement in their ability to perform as effective educators in each of the eight National League for Nursing core competencies for nurse educators. This innovative use of backward design has proven effective in educating the next generation of nurse educators to be leaders in a digital world. [ J Contin Educ Nurs . 2021;52(12):554–557.]

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.

Background: To ensure that Bachelor of Science in Nursing (BSN) students are prepared with the knowledge and skill to work with deteriorating patients, it is critical for nursing schools to prepare students to manage clinical deterioration. Methods: A quasi-experimental, one-group, repeated-measures design was used to evaluate the effectiveness of a structured education curriculum with simulation training in improving students’ performance in managing clinical deterioration. Results: Significant increases were shown in time to chest compressions, bag-valve-mask ventilation with high-flow oxygen, electrical intervention, and patient survival outcomes. Conclusion: Findings support that the use of combined teaching strategies is effective in improving students’ performance in managing clinical deterioration.

The study purpose was to evaluate the effectiveness of a structured education curriculum with simulation training in educating undergraduate Baccalaureate of Science in Nursing (BSN) students to recognize and respond to patients experiencing acute deterioration as first responders. Researchers have demonstrated a lack of adequate clinical reasoning skills in new graduate nurses is a factor in critical patient incidents. A mixed methods design using a quasi-experimental, repeated measures and a descriptive, qualitative approach was used. A convenience sample of 48 BSN students was recruited. Statistically significant increases were shown in knowledge, self-confidence, and perceptions of teamwork. Six categories emerged from the qualitative data analysis: sources of knowledge, knowledge as a person, knowledge as a group, reasoning under pressure, feelings, real person versus simulation, and values. Nursing educators need to use innovative teaching strategies to ameliorate or even eliminate the theory-practice gap in nursing.

Newly licensed registered nurses are confronted with complex patient situations on a daily basis. As nurse educators, it is imperative that we prepare nursing students to manage clinical deterioration events as newly licensed registered nurses in order to achieve optimum patient outcomes. This article describes the components of an innovative elective nursing course titled Acute Patient Deterioration. The course uses a variety of teaching modalities to teach nursing students to quickly recognize and respond to acute patient deterioration events.

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.

Background: The TeamSTEPPS® Performance Observation Tool (TPOT) is an instrument used in the evaluation of team performance: however, no assessment of the tool’s reliability or validity exists among nurse educators. Methods: A convenience sample of 31 nurse educators completed the TPOT to assess the reliability and validity of the instrument. Results: Using Cronbach’s alpha, the TPOT demonstrated a strong internal consistency coefficient. Through cross-group analysis of scoring between undergraduate and graduate nursing faculty, some evidence for convergent validity was confirmed. Conclusion: This pilot study establishes the internal consistency reliability and convergent validity of the TPOT instrument when used by nurse faculty.