Integrating quality and safety competencies into undergraduate nursing using student-designed simulation

Ronald Piscotty, Claudia Grobbel, Huey Ming Tzeng

Research output: Contribution to journalArticlepeer-review

21 Scopus citations


The purpose of this study was to determine whether an innovative teaching approach, a student-led simulation, was effective in increasing students' quality and safety knowledge, skills, and attitudes in the six Quality and Safety Education for Nurses competency areas. The sample included students (N = 141) enrolled in a traditional and accelerated leadership course in the baccalaureate-nursing program at a midwestern public university during the fall 2009 semester. A quasi-experimental pretest and posttest design was used. Paired-samples t tests were used to analyze the data. Overall scores on the self-inventory in the traditional (p< 0.001) and accelerated (p = 0.011) groups significantly increased. Knowledge and safety test scores in both the traditional (knowledge: p<.001; safety: p = 0.028) and accelerated (knowledge: p = 0.027; safety: p = 0.03) groups increased significantly. The innovation significantly improved students' self-efficacy and knowledge related to the quality and safety competencies.

Original languageEnglish (US)
Pages (from-to)429-436
Number of pages8
JournalJournal of Nursing Education
Issue number8
StatePublished - Aug 2011
Externally publishedYes

ASJC Scopus subject areas

  • General Nursing
  • Education


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