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    Teaching QSEN Competencies through High-Risk Newborn Simulation: A Case Study
    (2014-01-23) Hensel, Desiree
    The Quality and Safety Education for Nurses (QSEN) project calls for all nurses to be competent in collaboration and teamwork, patient-centered care, and patient safety. The following collective case study examines the implementation and outcomes of a high-risk newborn simulation on knowledge, skills, and attitudes of junior BSN students enrolled in a maternal-child nursing course. The analysis revealed major themes of fragmentation, overconfidence with medication administration, and appreciation for the role of the registered nurse.
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    The Effects of Group Size on Outcomes in High-Risk, Maternal-Newborn Simulations
    (2013) Hensel, Desiree; Ball, Sonita
    A nursing simulation is defined as an event or situation made to closely resemble clinical practice (Jeffries, 2005). Simulation has been heralded as a safe and effective educational strategy that bridges gaps between theoretical concepts and practice (Childs & Sepples, 2006; Hovancsek, 2007). In recent years there has been a proliferation of literature surrounding simulation, yet many questions remain unanswered regarding best simulation practices (McNelis, Jeffries, Hensel, & Anderson, 2009). One such question is how many students can be involved in a given simulation while still maintaining good learning outcomes. Using the National League for Nursing(NLN) Jeffries simulation framework (Jeffries, 2005), the purpose of this study was to explore how group size affected students’ perceptions of design adequacy, satisfaction, and self-confidence from participation in two high-risk, maternal-newborn simulations.