Simulation Education to Promote Transition into Clinical Practice
Katherine Hardin, MSN, RN-BC; Kelly Rossler, PhD, RN, CHSE
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Nursing Professional Development Practitioners are continuously evaluating optimal teaching-learning methodologies to inform entry into practice success among newly licensed registered nurses. Elements such as preceptor-new graduate nurse relationships, didactic content, capacity to reflect on transition, role socialization, and customization of an internship program have the capacity to impact the transition process. Human patient simulation is a teaching methodology emerging within nurse internship programs. This presentation discusses findings from a research project which used a Hermeneutic phenomenology approach to explore graduate nurse interns’ perceptions of the addition of simulation based education into a nurse residency program to promote transition into the clinical practice setting. The research was conducted at an urban tertiary care facility in collaboration with a simulation specialist from a school of nursing. A non-probability, purposive convenience sample of graduate nurse interns’ hired into either the medical-surgical, telemetry, or critical care residency participated in the research project. Participants attended five simulation-based education sessions focused on linking the nurse residency didactic theory content with the practice setting. Qualitative themes will be presented. At an institutional level, findings are being incorporated to inform integration of human patient simulation for future nurse residency cohorts. This research provides Nursing Professional Development Practitioners additional evidence to support the adoption of human patient simulation as a teaching modality to promote transition into the clinical practice setting.
|Review Type||Abstract Review Only: Reviewed by Event Host|
|Keywords||Transition to Practice;
Nurse Residency Program
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