Learning through simulation and formative assessment

Aims
To utilise formative assessment in simulation to promote patient safety and accurate documentation within an undergraduate nursing curriculum.

Background
Through simulation and formative assessment students are encouraged to embrace and develop the principles of good record keeping. Following completion in clinical skills laboratories it became apparent that consistent errors were evident in relation to the completion of Modified Early Warning System charts.

Interventions
Following simulated assessment, measurement and recording of vital signs (temperature, pulse and respirations) a review was carried out of completed Modified Early Warning System charts for accuracy of completion followed by individual formative feedback.

Sample
The sample group comprised 208 first year student nurses. The Modified Early Warning System charts were reviewed for accuracy of completion and individual formative feedback was then provided.

Findings
From the review of the completed Modified Early Warning System charts complete and accurate documentation was evident in only 46% of the charts reviewed. The omission of any item of patient identity information was evident in 4% of the charts. The time and date was not completed in 25% of the charts. Other anomalies consisted of inaccurate plotting of results (46%), not stating the value within the respiration range (19%); utilising an incorrect process when making an amendment (2%) and 5% would not permit photocopying or scanning.

Conclusion
This review is an effective means of highlighting the importance of the accurate assessment, measurement and recording of vital signs as an essential nursing skill and Nursing and Midwifery Council requirement. It also provides a valuable opportunity to practice within a simulated environment and emphasizes the usefulness for formative assessment and feedback. Through formative assessment and feedback students are encouraged to embrace and develop principles of good record keeping.