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  • 1About the Authors Beth A. Rogers, PhD, RN, CNE, CHSE-A, is assistant professor, College of Nursing, Texas Christian University, Fort Worth, Texas. Sterling Roberts, DNP, RN, CHSE-A, is associate professor, School of Nursing, Georgia College & State University, Milledgeville, Georgia. Raquel Bertiz, PhD, RN, CNE, CHSE-A, is senior manager, National League for Nursing Center for Innovation in Education Excellence, Washington, DC. This work represents an output of the National League for Nursing Simulation Leadership Institute. The authors acknowledge Drs. Mary Anne Rizzolo and Susan Gross Forneris for their guidance. For more information, contact Dr. Rogers at B.A.Rogers@tcu.edu .

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Nurse educators utilize simulation data to enhance nursing curriculum decision-making, identify learner gaps, and improve graduate competency. This evidence-based approach refines educational practices for greater impact.

Keywords:
Nursing EducationPractice ReadinessProgram EvaluationSimulation Training

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Area of Science:

  • Nursing Education Research
  • Simulation-Based Learning
  • Curriculum Development

Background:

  • Nursing education reform is critical due to declining graduate competencies.
  • Nurse educators require reliable evidence for curriculum decisions.
  • Improving graduate competency outcomes is a key objective.

Purpose of the Study:

  • To synthesize how nurse educators use simulation-based evaluation data.
  • To understand the application of simulation data in curriculum decision-making.
  • To explore the impact of simulation data on nursing education.

Main Methods:

  • Integrative review using Whittemore and Knafl's methodology.
  • Searched six databases with keywords: nursing, simulation, data, curriculum.
  • Included peer-reviewed articles published after 2006.

Main Results:

  • Six studies met the inclusion criteria.
  • Simulation data informed identification of learner deficits.
  • Data were used to evaluate curriculum efficacy and program outcomes.
  • Simulation frequency and clinical experiences were influenced by data.

Conclusions:

  • Simulation data enable real-time curriculum adjustments and address learner gaps.
  • Data facilitate testing curriculum effectiveness and enhancing practice readiness.
  • Broader adoption can drive system-level change in nursing education.