The Pathway to Developing a Competency-based Tool for Entry-level Nursing Simulation: A Delphi Study.

BACKGROUND: Simulation-based learning experiences allow undergraduate nursing students to develop competence and confidence through deliberate practice with immediate feedback on the learner's performance through debriefing. With the transition to competency-based nursing education, nursing faculty need more guidance in implementing competency-based evaluations in the simulation setting. PURPOSE: This Delphi study aims to inform the future development of a competency-based tool - SimComp - based on the American Association of Colleges of Nursing (AACN) Essentials. METHODS: A Delphi framework was used to recruit expert nursing faculty to complete the surveys via an online platform. Data analysis occurred through open-ended questions and quantitative methods to ensure that the responses from expert panelists were used to form the results. RESULTS: After four rounds of this Delphi study, a consensus was achieved on 111 appropriate items for assessing competence in the simulation-based learning environment. CONCLUSION: While further research is warranted, this study provides insight for nursing institutions considering implementing or increasing the use of simulation within their program for competency-based evaluations.

Developing competency of nursing students in cardiopulmonary resuscitation using Resuscitation Quality Improvement technology.

OBJECTIVES: This study examined the outcomes of training nursing students in CPR skills using the Resuscitation Quality Improvement (RQI) program. METHODS: Nursing students (n=2,193) in 12 schools across the United States participated in this study. Students performed compressions and bag-masked ventilation on adult and infant manikins using the RQI simulation station without and then with feedback on their performance. RESULTS: With real-time, objective feedback from the RQI simulation station, students' performance of CPR skills improved, and they retained their skills over time. CONCLUSIONS: The RQI program and methodology of feedback is effective for training nursing students to be competent in CPR skills, essential for safe patient care. Nursing and other healthcare professions programs should consider adopting the RQI program for students to develop competency in CPR.

Evaluation Model for Online Nursing Education (EM-ONE): Update to the Billings' Framework.

BACKGROUND: Distance education has progressed and transformed significantly since Billings first created a framework to assess practices and outcomes in web-based courses 20 years ago. This article presents the Evaluation Model for Online Nursing Education (EM-ONE), designed to reflect current best practices and provide recommendations for online nursing education. METHOD: Four databases were searched to source evidence for online educational practices that resulted in positive learner and programmatic outcomes. RESULTS: Essential components of modern distance education include: (1) curriculum and instruction tailored to the online community of learners; (2) preparation and support for both learners and faculty; and (3) effective user experiences in the online learning environment. CONCLUSION: Effective distance education practices ultimately prepare graduates who are competent for nursing practice. Retention and satisfaction of online learners are other key considerations for positive outcomes in distance-based programs. [J Nurs Educ. 2024;63(2):93-101.].