Carla Simeone
Southern Connecticut State University, New Haven, CT
Abstract Title:
Bridging the Transition-to-Practice Gap Through Simulation-Based Learning
Biography:
Carla Simeone, MSN, RN, is a nurse educator with over 10 years of experience in acute care nursing, leadership, and clinical education. Her work focuses on simulation-based learning and transition-to-practice initiatives to enhance clinical readiness and patient safety. She is dedicated to preparing nursing students for the complexities of modern healthcare through innovative, practice-based strategies.
Research Interests:
The transition from nursing student to practicing registered nurse is a vulnerable period characterized by decreased confidence, increased stress, and risk for clinical errors. Despite comprehensive academic preparation, many new graduate nurses report feeling underprepared for the complexity of acute care environments. There is a need for innovative strategies to support practice readiness and promote safe patient care.
Purpose:
This initiative aimed to integrate simulation-based learning into a nursing education program to enhance clinical judgment, confidence, and transition-to-practice readiness.
Methods/Approach:
A series of high-fidelity simulation scenarios will be developed to reflect common and high-risk clinical situations encountered in acute care settings. Scenarios will focus on patient deterioration, prioritization, communication using SBAR, and interprofessional collaboration. The simulation experience to include structured pre-briefing, active participation, and facilitated debriefing to promote reflection and clinical reasoning. The simulations were embedded within a broader onboarding framework for nursing students.
Anticipated Results:
Participants will report increased confidence in managing complex patient situations and improved ability to prioritize care and communicate effectively. Feedback will indicate that simulation provided a safe environment to practice critical skills without risk to patients. Educators will observe enhanced engagement and improved readiness for independent clinical practice.
Conclusion:
Simulation-based learning is an effective strategy to bridge the gap between academic preparation and clinical practice. Incorporating simulation into nursing education programs supports clinical judgment development, enhances confidence, and promotes patient safety. This approach is adaptable across healthcare and education settings and contributes to improved workforce readiness.
Keywords: Simulation, Transition to practice, Nursing education, Innovative, Clinical judgement
