Chapter 51. Enhancing Patient Safety in Nursing
Education Through Patient Simulation
Carol Fowler Durham, Kathryn R. Alden

Background
The alarming rise in morbidity and mortality among hospitalized patients throughout the
United States heightens concerns about professional competency.1 Nurses and other health care professionals are under increased scrutiny to provide safe, effective care. Likewise, nursing education programs are faced with increased pressure to produce graduates who are capable of providing safe patient care. Toward that end, nursing education programs develop curricula, hire qualified faculty, and select learning experiences for students in an effort to train and graduate competent, effective nurses. The instructional strategies utilized in both didactic and clinical components of nursing education courses are highly influential in determining critical thinking and clinical decisionmaking ability as well as in developing the psychomotor skill performance of new graduates.
Of course, it is unrealistic to think that graduates of nursing education programs have received all the training they need when they depart the doors of academia. Orientation programs for new graduates and continuing education for nurses are essential tools to help practitioners improve their knowledge, skills, and expertise so that quality patient care is provided and outcomes are optimized while errors are minimized. Ongoing evaluation of nursing competence is necessary to promote patient safety.
In the Institute of Medicine (IOM) report, To Err is Human: Building a Safer Health Care
System, simulation training is recommended as one strategy that can be used to prevent errors in the clinical setting.1 The report states that “… health care organizations and teaching institutions should participate in the development and use of simulation for training