137 - Preparing Nurses for Practice: AACN Competencies in the Perioperative Environment

Description: This project explores how a perioperative nursing elective can support the development of multiple AACN (2021) Essentials in undergraduate nursing education. Through immersive didactic, clinical, simulation, and reflective learning experiences in the classroom, simulation lab, and operating room (OR), students build competencies in patient safety, infection control, surgical conscience, teamwork, and communication. Reflections and evaluations reveal growth in clinical judgment and confidence, highlighting the OR as an ideal setting for applying key nursing principles. This model demonstrates that perioperative education is not only valuable but essential in preparing nursing students for safe, competent, and holistic practice across care settings.

Description of Team:
This initiative was conceptualized and implemented by nursing faculty at Texas Woman's University in collaboration with clinical partners from perioperative departments in hospitals across the Texas Medical Center and surrounding areas. Undergraduate nursing students enrolled in the course served as active learners, gaining hands-on exposure and applying course competencies in high-acuity surgical settings.

Preparation and Planning:
Recognizing a gap in perioperative exposure within traditional nursing curricula, faculty designed a dedicated elective aligned with the AACN (2021) Essentials. Course planning included didactic content development, simulation scenario design per INACSL standards, and clinical site coordination for OR immersion. Key content included patient advocacy and safety, infection control, surgical conscience, teamwork, and communication.

Assessment:
Student progress was measured via direct observation, clinical case logs, preceptor evaluations, and formative and summative reflections. These tools assessed skill development, professionalism, and critical thinking aligned with AACN Essentials Domain 1 (Knowledge for Nursing Practice), Domain 2 (Person-Centered Care), Domain 5 (Quality and Safety), and Domain 9 (Professionalism). The course serves as a framework for nursing students to apply the NCSBN's (2019) Clinical Judgment Measurement Model and gain competency in decision making and clinical judgment.

Implementation:
The course included two full-day lectures, one high-fidelity simulation day, and five perioperative clinical days. Students engaged in preparing and maintaining sterility, surgical prepping, counting, and participating in the Universal Protocol. Emphasis was placed on clear communication, safety, and collaboration with surgical team members. Daily debriefings and structured reflections reinforced key learning objectives.

Outcomes:
Students reported improved understanding of the perioperative nurse's role, stronger confidence in infection control practices, and heightened awareness of surgical conscience. Reflections highlighted growth in advocacy, safety, and teamwork. Faculty noted enhanced clinical judgment and students verbalized the positive impact the course will have on their future nursing practice.

Implications for Perioperative Nursing:
This course presents a scalable model for integrating perioperative education into nursing curricula. Expanding access to this content can strengthen nursing workforce readiness, promote patient advocacy and safety, and foster a recruitment pipeline into the perioperative nursing specialty.