Nursing Graduate Perceptions of Clinical Simulation Experiences
Repository Posting Date2016-03-17T11:56:29Z
Author DetailsCynthia L. Cummings, EdD, MS, RN, CHSE; Linda K. Connelly, PhD, MSH, ARNP, CNOR
Lead Author Sigma AffliationLambda Rho-at-Large
Purpose: This presentation will highlight the results of a year-long survey with recent nursing graduates from a baccalaureate program. The survey consisted of 5 key questions based on clinical simulation activities and workplace readiness.
Background: This survey was originally utilized with local hospital nurse educators in an effort to ascertain their perception of nursing graduate readiness and simulation importance (Cummings, 2013). The differences in nurse educator perception and graduate perceptions will be discussed. In general, the graduates and educators differed in their ranking of important simulations, equipment importance and some areas of preparation. Marshburn, Engelke, & Swanson (2009) note that 70% of new nurses express difficulty with prioritizing and organizing care activities and Oermann, Poole-Dawkins, Alvarez, Foster and O'Sullivan (2010) report that new graduates are not prepared for beginning practice. While nursing graduates stress that the work environment is not satisfying, noting that job demands, patient load, inadequate orientation and breakdown between academic and institutional environments as a great source of concern (Unruh & Zhang, 2014; Unruh & Nooney, 2011).
Methods: Nursing graduates from 2011-2014 were emailed using a secure survey system. The respondents voluntarily participated in the survey and an IRB from the university was obtained. The graduates had all participated in some form of simulation exercises during their time in the nursing program. The questions focused on what simulation scenarios were the most helpful, what experiences had the greatest chance of error, what equipment familiarity was most important for student success, and did the graduate feel prepared for the nursing workplace? Seventy three graduates from 2011-2014 responded and the results were analyzed for measures of central tendency. The results will be used in the upcoming year to add new simulation scenarios and adjust current exercises to account for graduate suggestions. Following these adaptations, the graduates from 2016 and 2017 will be resurveyed to assess differences in their perception of simulation need and workplace readiness.
Findings/Implications: For graduate preparation, new nurses believed they were best at medication administration, SBAR technique and communication. They viewed their major deficiencies as EKG interpretation, emergency situations and organization of care. While many hospital educators discuss the importance of documentation, graduates and educators ranked documentation fourth and sixth in importance, respectively. This study will bring to light some important differences in perceived need for clinical preparation and will identify areas for clinical simulated experiences. Faculty need to be aware of real world differences in the academic setting and the clinical setting and adjust curriculum to adapt to these needs. The better graduates are prepared and mindful of real world situations, the better they can incorporate these frames into their critical thinking plans. Simulation is an excellent way to incorporate a variety of experiences into the curriculum and adjust to current changes that are being seen in the healthcare environment. Simulation offers educators a different method of presenting real world information in an active learning environment that can then be translated into the patient care setting.