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Incorporating Future of Nursing Competencies Into a Clinical and Simulation Assessment Tool: Validating the Clinical
Audrey Marie Beauvais1, Kathryn E Phillips
1About the Authors Audrey Marie Beauvais, DNP, MSN, MBA, RN, is associate dean and associate professor, Fairfield University Marion Peckham Egan School of Nursing and Health Studies, Fairfield, Connecticut. Kathryn E. Phillips, PhD, ANP-BC, is an associate professor, Fairfield University Marion Peckham Egan School of Nursing and Health Studies. Dr. Beauvais is co-guest editor for this special issue; she did not participate in the review or decision for this article. For more information, contact Dr. Beauvais at abeauvais@fairfield.edu.
Aim:
The purpose of the study was to evaluate the validity of the Clinical Simulation Competency Assessment Tool (ClinSimCAT).
Background:
The 2011 Future of Nursing report encouraged nursing programs to move toward a competency-based approach to education. As no tool was found to holistically evaluate nursing student competency in clinical and simulation settings, we developed the ClinSimCAT based on the Institute of Medicine recommended competencies.
Method:
A Delphi study with three rounds was conducted. A national sample of nursing education and simulation leaders was used to achieve consensus about the competencies.
Results:
The process resulted in a set of 20 competencies across eight domains (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, informatics, professionalism, and systems-based practice).
Conclusion:
The ClinSimCAT has demonstrated evidence of content validity and can be used for evaluation of clinical and simulation across a variety of undergraduate nursing courses.
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