Page 503 - Encyclopedia of Nursing Research

470 n SImUlATIOn

Radhakrishnan, Roche, & Cunningham, teaching students the critical thinking, clin-
2007; Rhodes & Curran, 2005). The next sec- ical decision making, and communication
S tion will explore the historical, societal, and skills they need to function. In addition,
economic issues affecting the contemporary nursing students need enhanced practice in
practice of simulation in nursing. areas such as planning, implementing, and
historically, simulations have been used managing care for multiple patients, prior-
for training astronauts, pilots, military per- itization, and delegation of care all identi-
sonnel, and physicians. Only recently have fied as education–practice gaps with newly
the decreased cost of human patient simula- hired graduate nurses (nursing executive
tors (hpSs) and software allowed for their Center nursing School Curriculum Survey,
increased use in nursing. Societally, the 2007). The nCSBn reported that states have
demand for patient safety has encouraged enacted regulation changes to allow simu-
nurse educators to explore innovative tech- lation as substitution for clinical learning
niques to better prepare nursing students activities with approval of between 10% and
and staff for the complexities of the twenty- 25% of simulation time as clinical experience
first century health care environment (Kohn, (Jeffries, 2009).
Corrigan, & Donaldson, 2001; national On the health care institution side, the
league for nursing, 2008). The Institute of luxury of long, mentored transition expe-
medicine’s 2003 Report, Health Professions riences for new graduate nurses, nurses
Education (HPE): A Bridge to Quality, con- returning to practice, or nurses training in
cluded that nurses, doctors, and other allied different specialty areas has disappeared.
health professionals lack the education and Better graduate nurse retention and job sat-
training necessary to meet health care needs isfaction was found in interactive nurse
suggesting that “distance learning technol- residency programs that incorporated sim-
ogy, standardized patients, and clinical skills ulation (Anderson, linden, Allen, & gibbs,
testing technology also hold potential for 2009). Although clinical simulation will
revolutionizing hpe . . . offering students an never replace actual student and staff con-
opportunity to customize their learning and tact with real patients, it is rapidly earning a
progress at their own pace . . .” (Institute of place in nursing education and professional
medicine, 2003b, p. 90). development as a valuable supplement. The
Societally, many factors have led to the potential to maximize faculty resources and
increased use of simulation as an innovative better prepare students before their entry to
teaching method in academic and health care the clinical setting will make student and
institutions including: the growing shortage faculty time in clinical more valuable and
of nurses and nursing faculty (American cost-effective.
Association of Colleges of nursing, 2009), The past few years have seen an unprec-
an increased interest in nursing as a career edented use and proliferation of simula-
(Tanner, 2006a), and the growing complex- tion for nursing education, research, and
ity of the health care environment, with staff development. The increased use of
increased technology and more highly hpS is related to the economics of the sit-
acutely ill patients. Taken together, the result uation, namely, lower cost of equipment/
in academe has been limited student expo- software, increased national funding for
sure to regular hospital situations, decreased nursing education using technology and
opportunity to practice and maintain skills, innovation, and the acceptance of this teach-
and less availability of specialty area expe- ing method by leaders in nursing (nehring,
riences. Clinical simulation is being used to 2008, p. 109). Contemporary practice of sim-
meet this gap in opportunity and to enhance ulation in the health care field include uses