The complexity and dynamic nature of the healthcare environment demands a highly competent workforce that promotes delivery of quality medical services. However, a surge in cases especially at triage exposes medical personnel at greater pressure; with such circumstances, nurses and other health professionals work against preventing long patient wait times while ensuring delivery of quality care. In a case where a health unit is short-staffed, it becomes incredibly challenging to manage a high number of patients which results in negative patient experiences. However, in order to increase the competence of nurses not only during high-pressure situations but holistically, the NLN Jeffries simulation theory provides an opportunity to use close to real-life settings to test their knowledge, skills and proficiency in managing patients. This paper discusses the foresaid simulation theory documenting its benefits to nurses in terms of improving their knowledge and skills thereby promoting positive patient experiences.
Prior to delving into a discussion of the theory, an overview is warranted to provide the background of key elements. According to Copperthwait (2020) NLN Jeffries simulation theory encompasses six key elements which are context, background, design, simulation experience, educational practices and outcomes. Context refers to the physical location, purpose and criteria of evaluating the learning experience; in background, learner expectations are outlined alongside the goals of the simulation; design features learning objectives, the role of the learner; the simulation experience focuses on the quality of interaction between the learner and the instructor; while outcomes are mainly divided into participant, patient, and system outcomes (Copperthwait, 2020). For instance, the intention is to determine whether the participant has acquired the knowledge and skills required to address a target patient need. In this case, the system is evaluated based on its capacity to support effective learning thereby promoting participant competence, and hence, healthy outcomes among patients.
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The NLN jeffries simulation theory helps promote varied skills in nurses. Although it the simulation lab might have some aspects controlled as compared to the practice occurs in situ, its efficiency has been documented. Zhu and Wu (2016) explained that in a study, researchers sought to determine the efficiency of the NLN Jeffries simulation theory on the nurses’ knowledge capacity among other factors. The findings revealed that after exposure to high-fidelity teaching simulation, nurses demonstrated a degree of satisfaction and confidence post-intervention. There was a close relationship between the simulation experience and self-efficacy. Alavi (2014) noted that in clinical practice, “Self-efficacy is a good indicator to predict nursing students’ performance” and that “educating future generations of competence registered nurses requires courage and commitment” (). It follows that the impact of the NLN Jeffries simulation theory on nurses cannot be discounted. Through self-efficacy, nurses can demonstrate their capacity to solve complex problems within the clinical setting thereby leading to effective management of patients. Further, Copperthwait (2020) noted that the simulation lab extrapolates real-life clinical settings which test nurses’ capacity to respond to varied medical situations. In doing so, nurses’ competence increases as they become versed with how to react to varying levels of work pressure across health units. For instance, the simulation can feature settings whereby nurses have to manage a high number of patients with varying degrees of care needs. Within such a situation, the objective is to ensure minimal patient wait time, while ensuring accuracy in management of their care needs. Based on the efficacy of NLN Jeffries simulation theory, nurses are able to get acquainted not only with knowledge and skills to manage patients, but also how to collaborate with each other.
The impact of simulation-based training has been documented across literature. Aebersold (2013) noted that the utility of simulation education is in its ability to allow students to acquire clinical reasoning abilities, learn new skills, and to achieve a degree of competence relative to the professional obligations. In the context of healthcare, simulation training is critical to helping nurses and other staff learn how to adapt to varying contexts while delivering medical services to patients. Copperthwait (2020) explained that the NLN Jeffries simulation theory encompasses policies and procedures alongside planning and evaluation measures. These are considered useful resources in terms of shaping the environment within which the simulation will occur, as well as emphasizing the need for participants to adhere to given guidelines. In this case, educators are tasked with collaborating to help promote various objectives such as character development in participants (Copperthwait, 2020; Zhu & Wu, 2016). It is important to acknowledge that when this occurs, participants are equipped with skills to build on their capacity to deliver quality care services. Zhu and Wu (2016) explained that “guided reflection provides students with the experience of reflection and a platform that allows them to learn from their own mistakes” (p. 131), and that such a core aspect is crucial toward instilling the need to acquire more knowledge and expertise among healthcare professionals.
The role and effect of the NLN Jeffries simulation theory in advancing nurses’ capacity is proven. In cases where the theory has been applied, the outcome has demonstrated an increase in nurse self-efficacy which translates into high-quality care. While patients’ outcomes are tied to the competence of nurses, a high level of self-efficacy can be considered an indicator for quality performance. On that account, the theory can be considered an essential resource in promoting the acquisition of knowledge and skills through simulation-based training exercises.
References
Aebersold, M., (2018) . Simulation- b ased l earning: No longer a novelty in undergraduate education . OJIN: The Online Journal of Issues in Nursing , 23(2). doi : 10.3912/OJIN.Vol23No02PPT3
Alavi N. (2014). Self-efficacy in nursing students. Nursing and midwifery studies , 3 (4), e25881. https://doi.org/10.17795/nmsjournal25881
Cowperthwait, A. (2020). NLN/Jeffries simulation framework for simulated participant methodology. Clinical Simulation in Nursing , 42 , 12-21. https://doi.org/10.1016/j.ecns.2019.12.009
Zhu, F., & Wu, L. (2016). The effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors. Chinese Nursing Research , 3 (3), 129-132. https://doi.org/10.1016/j.cnre.2016.06.016
