Using simulation to assess chemotherapy competency.

Simulation with lifelike mannequins is used in schools of nursing and hospital-based education as a method of teaching clinical content, enhancing clinical skills, applying theory to practice, and validating competency. It provides a safe learning environment to enhance nurses' clinical judgment and critical thinking skills in an increasingly complex care environment. Simulation can be used in the practice setting with experienced nurses to teach or reinforce complex information and allow the learner to practice without devastating consequences. Medical-surgical units in some institutions have dedicated beds for patients with cancer but may not be a full oncology unit. Evaluating chemotherapy and biotherapy competency is difficult when extensive time periods exist between chemotherapy administrations. One method for assessing annual chemotherapy competency is to use simulation.

Enhancing nursing knowledge using high-fidelity simulation.

The use of high-fidelity simulation as an accepted substitute for traditional clinical learning experiences in nursing education has gained acceptance over the past decade, as evidenced by the California Board of Registered Nursing now allowing up to 25% of student clinical learning to occur in simulation laboratories. However, little research evidence has documented the efficacy of these simulated learning experiences, particularly on objective outcomes such as examination performance. Therefore, this study examined the effects of high-fidelity simulation participation on knowledge acquisition in 104 undergraduate nursing students. Students who participated in high-fidelity simulation scenarios scored significantly higher on examinations than students who did not. These findings provide beginning evidence that high-fidelity simulation can be an effective substitute for traditional clinical experience. More importantly, the findings may help boards of nursing more effectively regulate the use of high-fidelity simulation in the future.

Use of human patient simulation in an undergraduate critical care course.

Human patient simulation provides students with experiences and skills they might not otherwise encounter in a clinical rotation. It also offers an experience during which the time is suspended, thus affording students time to think critically, make decisions, and act, as opposed to the fast-paced hospital environment where students may have neither a clear picture of the situation nor adequate time to act. This article presents the design of a simulation center within a school of nursing along with several areas of considerations for successful implementation of the laboratory. A simulation scenario focusing on the acute coronary syndrome used during a final semester critical care nursing course is described and student evaluation of the experience analyzed. The evaluation includes student assessment of the simulation process for the development of necessary patient care skills and the ability to test decision-making and critical thinking skills. The experience with the initial integration of simulation into the nursing curriculum is discussed, inclusive of opportunities for improvement.