Nursing education has long utilized simulation in some form to teach principles and skills of nursing care.

1 The report states that “… health care organizations and teaching institutions should participate in the development and use of simulation for training novice practitioners, problem solving, and crisis management, especially when new and potentially hazardous procedures and equipment are introduced” 1 (p. In the Institute of Medicine (IOM) report, To Err is Human: Building a Safer Health Care System, simulation training is recommended as one strategy that can be used to prevent errors in the clinical setting. Ongoing evaluation of nursing competence is necessary to promote patient safety. Orientation programs for new graduates and continuing education for nurses are essential tools to help practitioners improve their knowledge, skills, and expertise so that quality patient care is provided and outcomes are optimized while errors are minimized. Of course, it is unrealistic to think that graduates of nursing education programs have received all the training they need when they depart the doors of academia. The instructional strategies utilized in both didactic and clinical components of nursing education courses are highly influential in determining critical thinking and clinical decisionmaking ability as well as in developing the psychomotor skill performance of new graduates. Toward that end, nursing education programs develop curricula, hire qualified faculty, and select learning experiences for students in an effort to train and graduate competent, effective nurses. Likewise, nursing education programs are faced with increased pressure to produce graduates who are capable of providing safe patient care. 1 Nurses and other health care professionals are under increased scrutiny to provide safe, effective care. The alarming rise in morbidity and mortality among hospitalized patients throughout the United States heightens concerns about professional competency.

Add ons cc 203 trainz simulator 2009