Immersion scenarios bridge the education-practice gap for new graduate registered nurses

An education gap exists for new graduate registered nurses in mental health because of insufficient clinical experience. In an effort to bridge this gap, defined competencies and assessments provided the framework and direction for educational immersion scenarios with standardized patients. Kirkpatrick's (1995) model directed the evaluation of the learning achieved through the immersion scenarios. A qualitative evaluation provided themes of realism, safety, and opportunity. Formative and summative competencies were met effectively and efficiently. This educational method can be used to actively achieve competency and enhance the transition to clinical practice.