Ability to Care in Acute Situations—The Influence of Simulation-Based Education on New Graduate Nurses

Abstract

IntroductionSimulation-based education is frequently used in transition programs for new graduate nurses. Simulation-based education is implemented as a measure to practice nursing skills, gain experience, and prepare nurses for caring in challenging situations, such as acute situations. However, concerns about the data supporting the use of simulation are obtained from small studies that do not use validated measurement scales. ObjectiveThis study aimed to explore the influence of simulation-based education on new graduate nurses’ perceived ability to provide care in acute situations. MethodsA total of 102 new graduate nurses participated in simulation-based education as a mandatory part of an introductory program. They completed a premeasurement and a postmeasurement using the Perception to Care in Acute Situations scale. The Wilcoxon signed-rank test and the paired samples t test were used to test the statistical significance of outcomes for the simulation-based education, with the alpha set at 0.05. Cohen’s d formula was used to calculate the effect size. ResultsThe Wilcoxon signed-rank test on the total scale score showed that simulation-based education resulted in a statistically significant change in the nurses’ perceptions of their ability to care in acute situations (N = 99; Z = 7877; P < .001). The paired samples t test showed that the mean posteducation score was significantly higher (P < .001) in the total score. Cohen’s d formula (−1.24) indicated a large effect size on the total score. DiscussionSimulation-based education can provide an effective means of improving new graduate nurses’ perceived ability to provide care in acute situations.