Use of Simulation to Develop Teamwork Skills in Prelicensure Nursing Students: An Integrative Review.

Background: While use of simulation to improve teamwork skills has been established in a variety of clinical settings, it is unclear how teamwork skills of nursing students are developed using simulation.

Purpose: The purpose of this review was to synthesize literature on how simulation is used to teach teamwork skills to prelicensure nursing students.

Methods: The integrative review of the literature was conducted using the Whittemore and Knafl 5-stage methodology and the TeamSTEPPS framework.

Interprofessional objective structured teaching exercise (iOSTE) to train preceptors.

Background And Purpose: Interprofessional education (IPE) is important in the education of all health care students, yet limited IPE training has been provided to preceptors who train these students in the clinical setting. Simulation using the standardized student model has been used to train health care preceptors in medicine. To our knowledge, there are no reports utilizing interprofessional objective structured teaching exercises (iOSTE) to train pharmacy preceptors.

Community Engagement: Leveraging Resources to Improve Health Outcomes.

Improving the health of communities requires creating partnerships and leveraging partner resources. Engagement with key stakeholders or partners who engage in collaborative community needs assessments has been linked to improved community health outcomes. Understanding how to engage community stakeholders, identify mutual goals, and establish a shared vision can maximize resources to improve the community's health.

Using a multidimensional approach to improve quality related to students' hand hygiene practice.

When faced with a hand hygiene compliance rate of 44% of nursing students in clinical courses, faculty took on the challenge of meeting the hospital's expectation of 90% compliance or greater. A multidimensional approach to improve students' hand hygiene compliance was used to implement interventions in the school's simulation center and to create supports in the clinical area. This approach showed positive, sustainable improvement.