Background. Recent evidence indicates a mere 8 of new graduate RNs are prepared to make entry-level clinical judgments. Residency programs, designed to overcome the academic-practice gap, lack universal guidelines for content, delivery, structure, and consistent assessment of practice readiness prior to independent practice. Method. Virtual simulation to over-come practice gaps, with pre- and post-assessment of practice readiness prior to independent practice, was implemented in an existing nurse residency program. Results. A 373 improvement in virtual clinical performance scores, as well as reductions in medication errors, sentinel events, and failures to rescue, was noted. These improvements readily translated to practice, as noted in a corresponding decrease in the rate of practice errors during actual clinical performance. Conclusion. Transformed pedagogical technologies and learning methodologies are providing promising interventions to overcome the practice readiness deficit and set the stage for safer practice among new graduate RNs.
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