Section outline

  • The IOM report (2010) makes a call to nursing education to shift from task –based proficiencies to higher level competencies; patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. Studies have shown improved skill performance using deliberate practice within simulation (Ackerman, 2009; Alinier, Hunt, Gordon, & Harwood, 2006). Benner and colleagues (2010) define situated coaching as a “signature pedagogy” (p. 30) in nursing education whereby educators coach students through experiences. Himes and Ravert (2012) developed a modified approach to situated coaching, which includes situated cognition with peer coaching, in their study on fundamental skills acquisition.  A national study by Hayden et al. (2014) showed simulation can be as effective as the traditional clinical experience for pre-licensure nursing students. The purpose of this presentation is to demonstrate how deliberate practice with peer coaching embedded in simulated clinical experiences can effectively be used as an alternate to traditional clinical experiences.