Nurse educators have the responsibility to design significant learning experiences grounded in the nursing discipline while incorporating principles of health informatics to influence nursing practice with families and ...

This large-scale, interprofessional simulation experience provided a safe environment for students to learn to effectively collaborate and communicate with other members of a multidisciplinary team in a disaster or high-stress ...

The presentation will discuss how simulation was used to expose new nurses to components of a healthy work environment. Simulation scenarios incorporating a just culture algorithm, nurse peer review process, and the ...

Nurse educators across the globe are discussing effective faculty development initiatives to better transition students into professional practice. The purpose of this presentation is to discuss an innovative practice and ...

This poster will disseminate results of athletic training, occupational therapy, and nursing students' perceptions of healthcare team members' roles before and after an interprofessional simulation.

Simulation is becoming one of the most significant teaching-learning strategy available in undergraduate nursing education (Aebersold & Tschannen, 2013; Akhtar-Danesh, Baxter, Valaitis, Stanyon, & Sproul, 2009). Through ...

Although simulation has been increasingly used as a supplement to traditional clinical experiences, it is unknown if the order in which simulated and clinical practicum learning experiences occur affects nursing students’ ...

Summary The purpose of this study was to explore whether there is a difference in learning outcomes based on the order in which nursing students receive patient care learning experiences. Specifically, this study examined whether there were differences in students’ perception of clinical decision making (CDM) and CDM-related self-confidence and anxiety based on the sequence (order) in which they participated in a block of high fidelity simulated learning experiences ( SLE) versus hospital-based learning experiences (HLE). Theoretical Background The NLN Jeffries Simulation Theory provided the theoretical framework for this study. Methodology A quasi-experimental crossover design was used to determine if the sequence of SLE and HLE affected students’ confidence, anxiety, and ability to make clinical decisions. Students in a junior-level medical-surgical practicum were assigned to one of two group sequences with each sequence lasting 7 weeks; Group S-H (simulation learning followed by hospital experience) or Group H-S (Hospital experience followed by simulation). Outcomes were measured with two self-report surveys with established reliability and validity. The Clinical Decision Making in Nursing Scale (CDMNS) measured students’ perceptions of CDM and Nurse Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM) measured students’ perceptions of their level of CDM-related self-confidence and anxiety. Baseline data were collected at week 1 (T1) and week 14 (T2) at the completion of the two sequences of learning experiences. A repeated measures ANOVA was used to determine within and between group differences in the outcome variables. Findings Between and within group differences were found relative to the NASC-CDM specifically in regards to self-confidence with the decision-making process. When comparing groups, at baseline (T1) the S-H group had significantly higher self-confidence scores compared to the H-S group; however, at 14-weeks (T2) both groups were not significantly different. Between group differences in NASC-CDM mean scores related to anxiety with making clinical decisions  were not significantly different at T1 or T2. Significant within group differences were found in the S-H group only demonstrating a significant decrease in clinical decision-making anxiety across the 14 week semester. No significant differences in NASC-CDM scores between T1 and T2 were found within the H-S group. Finally, there were no significant difference in scores on the CDMNS within or between the two study groups at the two measurement points. The sequencing of learning experiences does not appear to impact students’ perceptions of their CDM ability, confidence, nor anxiety at the conclusion of both sequences. However, students having SLE first did demonstrate decreased anxiety and increased self-confidence which may enable them to learn better and ultimately improve their clinical performance. Recommendation for Nursing Education Preliminary findings suggest that SLE and HLE can be offered with alternating sequences without impacting the process, anxiety or confidence in CDM. This study provides beginning evidence to guide schools of nursing in curriculum development and allow flexibility in providing high-fidelity simulated learning in relationship to hospital-based clinical practicums based on student needs and available resources. Further studies are needed comparing the sequencing of SLE versus HLE that include an objective measurement of additional outcomes such as student performance and clinical competency....

Simulation has been used extensively to teach and evaluate the clinical practices of nursing students but rarely is simulation utilized to teach clinical faculty. By providing active learning and prompt feedback faculty-centered ...

U.S. veterans are a vulnerable population with unique health care needs. The purpose of this presentation is to illustrate how one baccalaureate nursing program has integrated veteran-centric content into simulation ...