Effect of an Academic–Community Partnership Simulation Education Program on Quality and Safety Education for Nurses Competency Domains for Bachelor of Science in Nursing Students

Abstract

BackgroundDespite the shift to community-based health care, baccalaureate nursing students may have little opportunity to develop competencies for future practice in community settings. MethodThis mixed methods study explored effects of an academic–community Simulation Education Program on the Quality and Safety Education for Nurses domains of teamwork, collaboration, and patient-centered care through a pre–post design, the Interprofessional Attitudes Scale, and focus groups. ResultsParticipants (N = 32) were bachelor of science in nursing (n = 11) and medical assistant students (n = 21). Both groups had significantly increased postsimulation Interprofessional Attitudes Scale total scores (N = 32; p = .032) and teamwork, roles and responsibilities (p = .003), patient-centeredness (p = .043), and diversity and ethics (p = .025) subscales' scores. Five themes emerged from focus groups: gaining different perspectives, learning about one's own and other's roles, having confidence in communication, having empathy for patients, and realism of the simulation experience. ConclusionsResults suggest that simulation with role-play is a best practice to promote competencies in teamwork, collaboration, and patient-centered care.