A Joint Adventure using Simulation in the Pediatric Nurse Residency Program

Thursday, 15 July 2010: 3:45 PM

Rhonda L. Conner-Warren, PhD, RN, CPNP-PC
College of Nursing, Wayne State University, Detroit, MI
Lynne Hillman, BScN, MEd, RN
Nursing Administration, Children's Hospital of Michigan, Detroit, MI

Learning Objective 1: Describe the collaboration between a hospital RN residency program and a university simulation lab.

Learning Objective 2: Describe the incorporation of simulation within a graduate nurse residency program.


The purpose of this study was to further enhance our nurse residency program utilizing clinical simulation in partnership with a university simulation lab.

Background: One goal of our Nurse Residency Program is to develop effective decision-making abilities related to clinical judgment and performance. To achieve this goal, simulation experiences have been incorporated at various times throughout the residency by partnering with a university simulation lab for a modest user fee and the hiring of a nurse faculty member for these specially-tailored experiences. Educational research identifies simulation as an educational technique that allows interactive and immersive activity by recreating all or part of a clinical experience without exposing patients to the associated risks. The purpose was to establish a collaborative relationship to examine the feasibility and effectiveness of using simulation in the program.


Hospital nurse educators developed the simulation scenarios to reflect important experiences in the institution.  Three cohorts of Nurse Residents participated from June 2008 through October 2009. In a cooperative agreement with the University, the residents were transported to the University for the preparatory lecture content and clinical simulation experiences. Data were collected after the program ended using self-administered surveys to the residents.


Outcomes: Residents’ ratings of the simulation experience were very high.  Comments included:  “…rather make the mistake here… ” and  “… helps our critical thinking skills in a ‘real life’ situation.” Conclusion:

As a result of this collaboration the next step has been the development of a Collaborative task force whose mandate is to develop scenarios using leveling for academic and practice areas with the support of unit educators, graduate residents and university faculty. Implications: Academic and professional institutions can effectively develop partnerships to promote continued learning experiences to support workforce development and enhance quality of care.