Effect of an Academic–Community Partnership Simulation Education Program on Quality and Safety Education for Nurses Competency Domains for Bachelor of Science in Nursing Students

Background: Despite the shift to community-based health care, baccalaureate nursing students may have little opportunity to develop competencies for future practice in community settings. Method: This mixed methods study explored effects of an academic–community Simulation Education Program on the Quality and Safety Education for Nurses domains of teamwork, collaboration, and patient-centered care through a pre–post design, the Interprofessional Attitudes Scale, and focus groups. Results: Participants (N = 32) were bachelor of science in nursing (n = 11) and medical assistant students (n = 21). Both groups had significantly increased postsimulation Interprofessional Attitudes Scale total scores (N = 32; p =.032) and teamwork, roles and responsibilities (p =.003), patient-centeredness (p =.043), and diversity and ethics (p =.025) subscales’ scores. Five themes emerged from focus groups: gaining different perspectives, learning about one's own and other's roles, having confidence in communication, having empathy for patients, and realism of the simulation experience. Conclusions: Results suggest that simulation with role-play is a best practice to promote competencies in teamwork, collaboration, and patient-centered care.