The use of human patient simulation [HPS] training in nursing programs has become more popular as the nursing profession recognizes the value of the simulation environment in lieu of adequate clinical opportunities. Although simulation training has been used in nursing since the 1950s, the advent of high-fidelity mannequins allows nursing programs to teach patient care utilizing the latest technology. Students can apply their theoretical knowledge at bedside in a realistic and safe environment without the anxiety of doing harm to a live patient. This study examines the effectiveness of one community college nursing program's simulation laboratory on skill acquisition and student satisfaction. Practical nursing students and first-year Associate Degree nursing students are evaluated using a specific patient scenario, grading rubric, observation and skill satisfaction survey.

Designated a Doody's Core Title and Essential Purchase! "Without question, this book should be on every nurse educator's bookshelf, or at least available through the library or nursing program office. Certainly, all graduate students studying to be nurse educators should have a copy." --Nursing Education Perspectives "This [third edition] is an invaluable resource for theoretical and practical application of evaluation and testing of clinical nursing students. Graduate students and veteran nurses preparing for their roles as nurse educators will want to add this book to their library." Score: 93, 4 stars --Doody's "This 3rd edition. . . .has again given us philosophical, theoretical and social/ethical frameworks for understanding assessment and measurement, as well as fundamental knowledge to develop evaluation tools for individual students and academic programs." -Nancy F. Langston, PhD, RN, FAAN Dean and Professor Virginia Commonwealth University School of Nursing All teachers need to assess learning. But often, teachers are not well prepared to carry out the tasks related to evaluation and testing. This third edition of Evaluation and Testing in Nursing Education serves as an authoritative resource for teachers in nursing education programs and health care agencies. Graduate students preparing for their roles as nurse educators will also want to add this book to their collection. As an inspiring, award-winning title, this book presents a comprehensive list of all the tools required to measure students' classroom and clinical performance. The newly revised edition sets forth expanded coverage on essential concepts of evaluation, measurement, and testing in nursing education; quality standards of effective measurement instruments; how to write all types of test items and establish clinical performance parameters and benchmarks; and how to evaluate critical thinking in written assignments and clinical performance. Special features: The steps involved in test construction, with guidelines on how to develop test length, test difficulty, item formats, and scoring procedures Guidelines for assembling and administering a test, including design rules and suggestions for reproducing the test Strategies for writing multiple-choice and multiple-response items How to develop test items that prepare students for licensure and certification examinations Like its popular predecessors, this text offers a seamless blending of theoretical and practical insight on evaluation and testing in nursing education, thus serving as an invaluable resource for both educators and students.

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"Today's highly demanding healthcare environment requires the effective use of clinical critical thinking and motor skills in complex care situations to achieve optimum patient outcomes. The purpose of the evidence-based practice (EBP) clinical project was to use the simulation laboratory to assess and document sophomore baccalaureate nursing students' competence in clinical skill acquisition. The function of nursing education is to develop knowledgeable nurses capable of providing safe, highly competent, and skilled patient care. The nursing literature supports utilizing the principles of deliberate practice in a simulation laboratory setting with the attendant assessment, feedback and guided repetition that led to improved student performance. Clinical skill acquisition requires nursing students to spend time in the simulation laboratory to practice clinical skills repetitively and receive immediate feedback from faculty. Feedback on student performance is an important aspect of deliberate practice and facilitates the development of clinical practice habits. Comparison of clinical competence using the Clinical Competency Questionnaire tool pre-intervention and post-intervention educational sessions was utilized. A 37.26% increase was noted from pre-intervention educational sessions to post-intervention educational sessions (Pre-test mean: 108.05; Post-test mean: 148.31). In turn, the process provided nursing students with close supervision, guidance and the ability to practice specific skills in the simulation laboratory numerous times through a method of deliberate practice before demonstrating competency and proficiency. The EBP clinical change project suggested that improvement in clinical competence was related to educational sessions, faculty demonstrations of clinical skills, nursing student's demonstration of skills, and documentation of clinical skills on a skills checklist. " -- Abstract.