Simulation in Nursing: Historical Analysis and Theoretical Modeling in Support of a Targeted Clinical Training Intervention

The use of simulation is widespread in healthcare education, and the potential impact of its use large. This is especially true for nursing education as we look to address problems with obtaining clinical experiences, develop critical thinking skills and create methods to measure the impact of simulation interventions. There is substantial empirical evidence in support of predictive relationships between simulation training interventions and knowledge acquisition. This has been extensively demonstrated with the use of a variety of simulation training modalities from standardized patients to human patient simulators. However, data to support changes in clinical practice and improved patient outcomes are quite limited, including attempts to measure the impact of simulation education on retention and transference of knowledge and skill for more complex healthcare process. Additionally, literature searches reveal that only a handful of authors have engaged in the types of foundational work that any emerging science needs. For example, while pieces of the simulation process have been examined in detail, few have attempted to describe what the process of simulation entails at a macro level. Within the past few years some researchers have begun to ask whether there is a causal or predictive relationship present, but few have explored what these associations may look like structurally and what the evidence for them is. The overall objectives of this current research were to: 1) perform an historical review of simulation in healthcare; 2) use this review to outline a new theoretical model of healthcare simulation; and, 3) conduct a small-scale study aimed at pilot-testing and describing part of that model. Hierarchical Task Analysis (HTA) was used to derive an optimum task set for the standard induction of general anesthesia (OTS-SIGA). New Student Registered Nurse Anesthetists (SRNAs) were trained to this task set, and their adherence to the process steps in the clinical setting was then assessed. We also attempted to measure whether repeating the HTA-derived OTS-SIGA simulation training would have an impact on knowledge and transference of simulation-developed skills to the clinical environment. These measures necessitated the development of associated data collection tools and processes for rater training.