The Use of Simulation for Clinical Nursing Faculty Orientation: A Multisite Study

Abstract

BackgroundFormal preparation and orientation are necessary for clinical nursing instructors to ensure competence and a smooth transition from expert clinician to novice educator. Simulation can be used for clinical nursing faculty orientation to promote role transition. The purposes of this study were to explore the effect of simulation training on clinical nursing instructors’ anxiety and self-perceived competence related to clinical teaching, and to identify their perceptions of simulation use. MethodThis study used a multisite, quasi-experimental, pretest/posttest, convergent mixed-methods design. Participants attending orientation at control sites engaged in traditional clinical nursing faculty orientation, while participants attending orientation at experimental sites participated in six Quality and Safety Education for Nurses (QSEN)-based simulation scenarios. ResultsThere were significant increases in self-perceived competence and decreases in anxiety for all participants. The authors were unable to find statistically significant differences between the control and experimental groups. Participants had positive perceptions of simulation use for clinical faculty orientation. ConclusionThere is considerable variability in clinical nursing faculty orientation practices among institutions. Simulation is a feasible strategy for orientation that is well-received by clinical nursing instructors.