Abstract
NIH notes adverse events can be avoided (Patient Safety, 2023). Simulations using high-fidelity mannequins offer an interactive environment for students to learn critical thinking skills. Simulations allow students to practice skills in a safe environment before working with real patients (Zenani, 2023; Durham & Alden, 2008). Saylor, Graber, and Trinkaus (2024) note that simulation-based learning experiences can increase confidence in undergraduate nursing students.
Purpose: To explore the impact of increase simulation with senior nursing students in an upper-level med/Surg course, incorporating guided reflective journaling to address students’ assessment of knowledge, understanding of theoretical and practical skills learned, and reflect on self-identified gaps to improve nursing practice. Additional simulation experiences may reinforce knowledge gained in earlier coursework.
Methodology: IRB approval was obtained. 15 generic nursing students were recruited via email and flyers. All attended an in-person information session.
Consent was obtained and students had an opportunity for questions to be answered. One NLN simulation scenario was used for all 4 simulation sessions. Scenario was modified to simulate a patient who progressed through the life span of a heart failure patient.1 addressed environmental awareness. 2 focused on acute exacerbation heart failure. 3 addressed discharge 4 addressed the palliative care transition.
Simulation objectives were discussed during pre-briefing. Situation, Background, Assessment, Recommendation (SBAR) were provided prior to the simulation. Students were asked to complete a pre-simulation worksheet electronically prior to the simulation. Data was deidentified and pseudonyms used. Students reflected on their experience post-simulation and also identified their top 3 takeaways.
Faculty observed for formative improvement in kinesthetic skills, increase in interprofessional communication, patient centered care, teamwork, and collaboration during the simulation experiences amongst the students.
Results: Faculty noted improvement in kinesthetic skills, increase in interprofessional communication, patient centered care, teamwork, and collaboration.
Recommendations: Further research may address-
- Intersectionality of culture and cultural competence to support effective communication.
- Larger sample size of students
- Conducting qualitative research to address the experiential themes of the research for the students.
Notes
References:
Durham, C. F., & Alden, K. R. (2008). Enhancing Patient Safety in Nursing Education Through Patient Simulation. In R. G. Hughes (Ed.), Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Agency for Healthcare Research and Quality (US).
Saylor, J., Graber, J., & Trinkaus, D. (2024). Educational outcomes in undergraduate nursing: A systematic review. Journal of Nursing Education, 63(6), 380-386. https://doi.org/10.3928/01484834- 20240404-06.
World Health Organization. (2023, September 11). Patient safety. World Health Organization. https://www.who.int/news-room/fact- sheets/detail/patient-safety.
Zenani, N., & Sehularo, L. (2023). Strategies to stimulate critical thinking among nursing students for academic success and safe clinical practice beyond covid-19 pandemic: An integrative literature review. Gender & Behaviour, 21(2), 21880-21894.
Sigma Membership
Alpha Omega
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Simulation, Curriculum Development, Teaching and Learning Strategies, Learning Methods, Simulations, Patient Simulation
Recommended Citation
Alexandre, Margarett; Baudo, Fern; and Carew, Vanessa, "Using Simulation to Translate Theory into Practice: Lessons Learned & Next Steps" (2026). International Nursing Research Congress (INRC). 130.
https://www.sigmarepository.org/inrc/2026/presentations_2026/130
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
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-05
Using Simulation to Translate Theory into Practice: Lessons Learned & Next Steps
Toronto, Ontario, Canada
NIH notes adverse events can be avoided (Patient Safety, 2023). Simulations using high-fidelity mannequins offer an interactive environment for students to learn critical thinking skills. Simulations allow students to practice skills in a safe environment before working with real patients (Zenani, 2023; Durham & Alden, 2008). Saylor, Graber, and Trinkaus (2024) note that simulation-based learning experiences can increase confidence in undergraduate nursing students.
Purpose: To explore the impact of increase simulation with senior nursing students in an upper-level med/Surg course, incorporating guided reflective journaling to address students’ assessment of knowledge, understanding of theoretical and practical skills learned, and reflect on self-identified gaps to improve nursing practice. Additional simulation experiences may reinforce knowledge gained in earlier coursework.
Methodology: IRB approval was obtained. 15 generic nursing students were recruited via email and flyers. All attended an in-person information session.
Consent was obtained and students had an opportunity for questions to be answered. One NLN simulation scenario was used for all 4 simulation sessions. Scenario was modified to simulate a patient who progressed through the life span of a heart failure patient.1 addressed environmental awareness. 2 focused on acute exacerbation heart failure. 3 addressed discharge 4 addressed the palliative care transition.
Simulation objectives were discussed during pre-briefing. Situation, Background, Assessment, Recommendation (SBAR) were provided prior to the simulation. Students were asked to complete a pre-simulation worksheet electronically prior to the simulation. Data was deidentified and pseudonyms used. Students reflected on their experience post-simulation and also identified their top 3 takeaways.
Faculty observed for formative improvement in kinesthetic skills, increase in interprofessional communication, patient centered care, teamwork, and collaboration during the simulation experiences amongst the students.
Results: Faculty noted improvement in kinesthetic skills, increase in interprofessional communication, patient centered care, teamwork, and collaboration.
Recommendations: Further research may address-
- Intersectionality of culture and cultural competence to support effective communication.
- Larger sample size of students
- Conducting qualitative research to address the experiential themes of the research for the students.
Description
Fifteen senior level nursing students from a four year program, participated in four simulation sessions. The scenarios were modified to simulate a patient in progressive heart failure. Students were asked to complete a pre-simulation and post-simulation survey, as well as engaging in reflective journaling. Faculty observed for, and noted, formative improvement in kinesthetic skills, increased interprofessional communication, patient centered care, teamwork and collaboration.