Efficacy of a Simulation/Clinical Evaluation Program in an Undergraduate Baccalaureate Nursing Program

Abstract

Background - The Creighton Competency Evaluation Instrument (C-CEI©) was introduced as a tool to assess student competency for both the traditional 4-year and accelerated 18-month senior-level medical surgical clinical course in the fall of 2014 and spring of 2015 semester. Out of the 23 competencies listed on the C-CEI© tool, six critical core competencies were identified by educators as the primary objectives that are also easily assessed when using observation. Method: Simulation increased from 10% to approximately 30% in an attempt to augment clinical due to limited clinical sites and clinical instructors. The C-CEI© tool was piloted for use both within the simulation and the clinical setting. Orientation was provided to the educators. A convenient sample size was used for this study. For this presentation, only the quantitative data will be presented, as well as lessons learned while conducting the study. Results - At the time of this abstract submission, there appears to be no statistical difference in results between groups. The presence or absence of each critical core competency was significantly related to overall C-CEI© performance. Also, the presence of each critical core competency was related to overall higher C-CEI© scores. There was also statistical difference in how many items were scored and C-CEI© percentages between simulation educators and clinical instructors. Conclusion - overall the use of the C-CEI© allowed for a more robust assessment of student competencies in time for us to begin meeting the new NCSBN simulation guidelines.