“Innovation in Action: The Next Generation of Learning”

Simulation in Nursing Education: Bridging the Gap Between Classroom and Clinical Practice

Simulation is one of the most transformational developments in nursing education. As demand continues to increase for quality, confident, practice-ready nurses, it is imperative to have a risk-free and controlled environment to safely practice and hone the vital skills of clinical judgment, critical thinking, and teamwork. Simulation allows students to experience real-life patient care in a safe environment. Students are presented with realistic patient care scenarios that they work through as they would in a clinical setting. The main difference, of course, is that there is no risk of patient harm and consequences for a bad outcome in the simulation environment. Additionally, simulation, when compared to traditional lecture learning, can also create fully immersive experiences that focus on patient care. These experiences can be multi-sensory, which further supports learning and retention of knowledge. Students can also experiment with different approaches and techniques, receive immediate feedback on their performance, and adjust their techniques, resulting in a higher level of competence and confidence when they are interacting with patients in their careers.

Why Simulation Matters

Simulation is more than practicing skills on a manikin—it is a bridge between theory and practice. Students are exposed to complex patient scenarios that require rapid assessment, decision-making, and collaboration. In this environment, mistakes become powerful learning opportunities rather than risks to patient safety.

Research has shown that simulation-based learning:

The Simulation Process: Prebriefing, Scenario, and Debriefing

A successful simulation follows a structured framework:

1. Prebriefing—Learners are oriented to the objectives, environment, and expectations. This stage builds trust and psychological safety.
2. Scenario—Students engage in a clinical situation where they apply knowledge, skills, and teamwork to care for the patient.
3. Debriefing—Facilitators guide reflection and discussion, allowing learners to analyze their performance, reinforce best practices, and identify areas for improvement.

Preparing Nurses for the Future

Simulation. It’s what’s needed for the dynamic environment of healthcare. As technology advances, nurses are required to be ready to care for high-acuity patients, think quickly and adjust on the fly during crisis situations, and take on leadership roles on interprofessional healthcare teams. Simulation can offer that practice, at the bedside, without risk to real patients.

Simulation can be a critical component of nursing education that helps ensure our new graduates are ready for practice. Simulation can help us create the critically thinking, knowledgeable, skilled nurse who is ready to deliver safe, compassionate, quality patient care in today’s rapidly changing healthcare environment. Integrating simulation-based training into nursing curricula can help institutions prepare future nurses with the skills they need to excel in complex clinical settings. As a result, these nurses will enter the workforce with greater confidence and competence in their ability to provide high-quality patient care and to work effectively on diverse healthcare teams.

References:

INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice: Simulation design. Clinical Simulation in Nursing, 58, 14–21. https://doi.org/10.1016/j.ecns.2021.08.009

Jeffries, P. R., Rodgers, B., & Adamson, K. (2016). NLN Jeffries Simulation Theory: Brief narrative description. Nursing Education Perspectives, 37(5), 292–293. https://doi.org/10.1097/01.NEP.0000000000000308

Cant, R. P., & Cooper, S. J. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Education Today, 49, 63–71. https://doi.org/10.1016/j.nedt.2016.11.015

Foronda, C., Fernandez-Burgos, M., Nadeau, C., Kelley, C. N., & Henry, M. N. (2020). Virtual simulation in nursing education: A systematic review spanning 1996 to 2018. Simulation in Healthcare, 15(1), 46–54. https://doi.org/10.1097/SIH.0000000000000411

Shin, H., Rim, D., Kim, H., Park, S., & Shon, S. (2019). Educational characteristics of virtual simulation in nursing: An integrative review. Clinical Simulation in Nursing, 37, 28–38. https://doi.org/10.1016/j.ecns.2019.07.003

Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2 Suppl), S3–S40. https://doi.org/10.1016/S2155-8256(15)30062-4

Research done by:

Juram Gorriceta MPA, BSN RN, LSSHP, Simulation Nurse Educator