Using simulation to teach transitions of care for hospitalized patients

Background: Many studies have demonstrated simulation as an effective method of experiential learning about patient care transitions from the hospital to home settings; yet, little describes simulated experiences of care transitions across high acuity hospital settings.

Rationale: Safe transitions are an important aspect of health care delivery for nursing students to grasp. Simulation can provide an excellent venue to understand the patient experience and the changing priorities of care for patients as they transition across inpatient units.

Description of Project: A four-part simulation using a high fidelity manikin was developed for a senior level capstone course in a baccalaureate nursing program of approximately 600 students. Simulated hospital settings included: (1) emergency department, (2) critical care unit 24 hours post admission, (3) critical care unit 72 hours post admission, and (4) progressive care unit three weeks post admission. The simulation provided students the opportunity to apply didactic knowledge of sepsis, adult respiratory distress syndrome, and acute kidney injury.

Outcomes/Evaluation: Student evaluations revealed positive perceptions of learning, enhanced proficiency of clinical skills, and increased confidence regarding transitions of care. Faculty held agreeable opinions of the simulation’s ease of facilitation and effectiveness as a teaching tool. The simulation objectives were met and an appreciation for transitions of care of hospitalized patients was successfully achieved.

Discussion: This simulation is an innovative teaching methodology viewed positively by senior level undergraduate nursing students. It can readily be incorporated into nursing programs at the senior level to promote development of competent and confident graduate nurses.