Developing patient-centered care competencies among prelicensure nursing students using simulation

Health care improvement requires collaboration between academia and practice to bridge gaps in nurse education and achievement of quality outcomes. Quality and Safety Education for Nurses identified six domains, including patient-centered care, that should be addressed during prelicensure education....

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Bibliographic Details
Published in:The Journal of nursing education 2009-12, Vol.48 (12), p.711-715
Main Authors: McKeon, Leslie M, Norris, Tommie, Cardell, Brittany, Britt, Teresa
Format: Article
Language:English
Subjects:
Case Studies
Competency-Based Education - methods
Computer Simulation
Control Groups
Creative Teaching
Distance learning
Education, Nursing, Baccalaureate - methods
Educational Environment
Educational Resources
Educational Technology
Efficiency
Evidence-based nursing
Evidence-based practice
Feedback
Health care
Health Knowledge, Attitudes, Practice
Humans
Informatics
Learning Processes
Learning Strategies
Medical personnel
Nurses
Nursing
Nursing care
Nursing Education
Nursing skills
Nursing Students
Patient safety
Patient Simulation
Patient-Centered Care
Pediatrics
Performance evaluation
Pilot Projects
Program Evaluation
School environment
Simulation
Software
Students
Teaching
Teaching Methods
Tennessee
Thinking Skills
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Summary:Health care improvement requires collaboration between academia and practice to bridge gaps in nurse education and achievement of quality outcomes. Quality and Safety Education for Nurses identified six domains, including patient-centered care, that should be addressed during prelicensure education. Simulation is a recommended strategy to teach safe clinical practice; however, cost, space, and faculty resources are barriers to its use. Computer-based social simulation is less resource intensive and effective in improving critical-thinking skills. A pilot study was conducted to compare required resources and student learning outcomes for traditional versus computer-based simulation. Fifty-three baccalaureate nursing students participated in the study; 34 completed the computer-based simulation and 31 completed the traditional simulation. Group patient-centered care competency scores improved similarly (p < 0.001), although fewer faculty hours were required to administer the computer-based intervention. Findings suggest computer-based simulation is an efficient and effective learning strategy to develop patient-centered care competencies.
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20091113-06