Effectiveness of Simulation in the Education of RNs Transitioning into the Operating Room

RNs who are new to the operating room (OR) must gain confidence and clinical reasoning skills to care for individuals undergoing surgery. Training in the OR is stressful but using simulation for training RNs new to the OR may improve clinical reasoning and confidence. The purposes of this two group, repeated measures study, guided by National League of Nursing/ Jefferies simulation theory and Benner’s novice to expert theory, were to determine if there was a difference in (a) clinical reasoning levels of RNs new to the OR who received simulation compared to clinical reasoning levels of RNs new to the OR who did not receive simulation over time and (b) confidence levels of RNs new to the OR who received simulation with training compared to the confidence level of RNs new to the OR who did not have simulation training over time. Data for traditional training for 17 RNs new to the OR were collected retrospectively and compared to 17 RNs who experienced OR training with simulation. Confidence and clinical reasoning were measured using the Association of Operating Room Nurses (AORN) Clinical Reasoning Test and the Nursing Competency Self Efficacy Scale. Data were analyzed using repeated measures ANOVA which showed no significant differences in clinical reasoning or confidence levels between the groups over time, but clinical reasoning scores and confidence levels did increase for both groups. Future research is needed to determine what new RNs to the OR find most helpful in the OR training using quantitative or qualitative methods. Improved confidence with participants training in the OR increases critical thinking ability and decreases stress for RNs new to the OR which affects positive social change.