Abstract
This study sought to determine if student's performance of safety skills improved following a simulated educational experience. Further analysis of data from a quasi-experimental design (n=73) was examined to identify if student's skill performance improved following a simulated educational intervention. Students did show an improvement in skill performance, but even after the intervention over half the students did not assess patient identification, over half did not administer medications safely, and students struggled with communicating nursing recommendations. Further research needs to focus on skill performance and assessing students' ability to provide safe nursing care.
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