Other Titles
Impact of Structured Simulation-Based EBP Training on Clinical Outcomes and Confidence in Newly Licensed Nurses [Poster Title]
Other Titles
Rising Star Poster/Presentation
Abstract
The transition from nursing student to newly licensed registered nurse represents a vulnerable period in professional practice. During this time, nurses must apply evidence-based practice (EBP) while managing complex patient care. Traditional hospital orientation programs often rely on didactic instruction and preceptorship, which may not fully prepare new nurses for fast-paced clinical environments. Simulation-based education has emerged as an experiential strategy that bridges the theory–practice gap through realistic clinical scenarios, guided debriefing, and competency-based evaluation. This literature review examines quantitative evidence on the effectiveness of structured simulation-based EBP training in improving clinical outcomes and confidence among newly licensed nurses.
A systematic search of CINAHL, PubMed, and MEDLINE was conducted using the PICOT framework. Search terms included newly licensed nurses, simulation-based education, EBP training, clinical judgment, intervention accuracy, and confidence. Inclusion criteria were peer-reviewed quantitative or quasi-experimental studies published between 2021 and 2025 examining simulation-based training in hospital settings. Five studies met the criteria and were analyzed.
Across the studies, simulation-based education significantly improved clinical judgment, response to patient deterioration, intervention accuracy, and self-confidence. Compared with lecture-based orientation, simulation participants achieved higher competency scores and greater confidence in clinical decision-making. Structured debriefing and guided reflection supported knowledge integration and improved reasoning.
Despite these outcomes, gaps remain. Most studies measured immediate post-intervention outcomes with limited longitudinal evaluation. Few used objective measures, such as chart audits, to assess sustained EBP implementation.
Findings support simulation-based EBP training as an effective strategy to strengthen the transition to practice. Incorporating structured simulation into hospital orientation may improve early-career competence, confidence in decision-making, and consistent use of evidence-based care. These improvements have important implications for nursing education, patient safety, workforce readiness, and care quality.
Notes
References:
1. Kawase, Y., Takahashi, S., Okayasu, M., Hirai, Y., & Matsumoto, I. (2024). Effectiveness of a simulation-based education program to improve novice nurses' clinical judgment skills. Cureus, 16(6), e61685. https://doi.org/10.7759/cureus.61685
2. Luo, Y., Geng, C., Chen, X., Zhang, Y., Zou, Z., & Bai, J. (2021). Three learning modalities' impact on clinical judgment and perceptions in newly graduated registered nurses: A quasi-experimental study. Nursing & Health Sciences, 23(2), 538–546. https://doi.org/10.1111/nhs.12842
3. Norris, H., New, K., Miller, B., Kramer, M., Fultz, J., Arthur, C., Smoot, B., & Rogers, A. (2023). Preparing new graduate nurses for patient rescue: An experimental quantitative study. Journal for Nurses in Professional Development, 39(2), E20–E24. https://doi.org/10.1097/NND.0000000000000840
4. Yeh, S. L., Lin, C. T., Wang, L. H., Lin, C. C., Ma, C. T., & Han, C. Y. (2022). The outcomes of an interprofessional simulation program for new graduate nurses. International Journal of Environmental Research and Public Health, 19(21), 13839. https://doi.org/10.3390/ijerph192113839
5. Yi-Chen, H., Chair-Hua, L., Ting-Yu, Y., Tsung-Han, L., Tsay-I, C., & Chih Hao, L. (2025). The impact of simulation-based emergency training on novice critical care nurses: A quasi-experimental study. International Journal of Medical Education, 16, 138–144. https://doi.org/10.5116/ijme.68a2.dc6f
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Systematic Review
Research Approach
Other
Keywords:
New Graduate Nurses, Registered Nurses, Evidence-Based Nursing Practice, Evidence-Based Education, Nursing Education, Clinical Reasoning, Clinical Decision Making, Simulations
Recommended Citation
Youngs, Karrie A., "Impact of Simulation-Based EBP Training on Outcomes and Confidence in Newly Licensed Nurses" (2026). International Nursing Research Congress (INRC). 137.
https://www.sigmarepository.org/inrc/2026/posters_2026/137
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Invited Presentation
Acquisition
Proxy-submission
Date of Issue
2026-10-01
Impact of Simulation-Based EBP Training on Outcomes and Confidence in Newly Licensed Nurses
Toronto, Ontario, Canada
The transition from nursing student to newly licensed registered nurse represents a vulnerable period in professional practice. During this time, nurses must apply evidence-based practice (EBP) while managing complex patient care. Traditional hospital orientation programs often rely on didactic instruction and preceptorship, which may not fully prepare new nurses for fast-paced clinical environments. Simulation-based education has emerged as an experiential strategy that bridges the theory–practice gap through realistic clinical scenarios, guided debriefing, and competency-based evaluation. This literature review examines quantitative evidence on the effectiveness of structured simulation-based EBP training in improving clinical outcomes and confidence among newly licensed nurses.
A systematic search of CINAHL, PubMed, and MEDLINE was conducted using the PICOT framework. Search terms included newly licensed nurses, simulation-based education, EBP training, clinical judgment, intervention accuracy, and confidence. Inclusion criteria were peer-reviewed quantitative or quasi-experimental studies published between 2021 and 2025 examining simulation-based training in hospital settings. Five studies met the criteria and were analyzed.
Across the studies, simulation-based education significantly improved clinical judgment, response to patient deterioration, intervention accuracy, and self-confidence. Compared with lecture-based orientation, simulation participants achieved higher competency scores and greater confidence in clinical decision-making. Structured debriefing and guided reflection supported knowledge integration and improved reasoning.
Despite these outcomes, gaps remain. Most studies measured immediate post-intervention outcomes with limited longitudinal evaluation. Few used objective measures, such as chart audits, to assess sustained EBP implementation.
Findings support simulation-based EBP training as an effective strategy to strengthen the transition to practice. Incorporating structured simulation into hospital orientation may improve early-career competence, confidence in decision-making, and consistent use of evidence-based care. These improvements have important implications for nursing education, patient safety, workforce readiness, and care quality.
Description
Simulation-based education may improve clinical judgment, intervention accuracy, and confidence among newly licensed nurses transitioning to practice. This literature review examines current quantitative evidence comparing simulation-based EBP training with traditional orientation methods. Findings support simulation as an effective strategy for strengthening evidence-based practice and improving patient care outcomes.