The Use of Simulation to Facilitate a Successful Transition from Classroom to Initial Clinical Experience
Julie A. Hart, MSN, RN, CNE; Constance F. Swenty, DNP, RN, CWOCN
- Sigma Affiliation
- Rho Theta
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Top Visiting Cities
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Hart, Julie A. by View
Popular Works for Hart, Julie A. by Download
Background/Significance of problem: As a practice profession, the clinical learning experience is an essential component of nursing education. Despite the importance of clinical education, students often describe the initial clinical experience as stressful and anxiety provoking. High levels of stress and anxiety can impede students’ ability to learn. Students who have a negative initial clinical experience may choose to leave nursing education, perpetuating the nursing shortage. Educators need evidence-based teaching strategies to facilitate a successful transition for beginning nursing students as they move from the classroom to the initial clinical experience.
Clinical question: Will the use of a simulated clinical experience, utilizing standardized patients, prior to the initial clinical experience decrease students’ anxiety, increase students’ confidence, and increase students’ clinical competency once they enter the actual clinical environment?
Literature search: Quantitative and qualitative research studies identified the impact of initial clinical experiences on nursing students.
Best Evidence: The best evidence for facilitating the transition from classroom to initial clinical experience was identified as simulation, a widely supported teaching strategy. Several studies suggested the use of simulated learning experiences could improve students’ self-confidence and competence with psychomotor skills. The use of standardized patients has been shown to increase learning when compared to traditional teaching strategies.
Integration into Practice: Project outcomes and conclusions will be disseminated to provide nurse educators with evidence-based teaching strategies and to change nursing students’ orientation and preparation for initial clinical experiences.
Evaluation of evidence-based practice: Quantitative data analysis did not show a statistically significant difference in anxiety scores or clinical skill competence between the control and simulation groups. However, 98.25% of the simulation group either “agreed” or “strongly agreed” they were confident they obtained skills from the simulation to perform necessary tasks in clinical. Additionally, student comments from the reflective journal responses indicated participation in the simulation improved communication skills, decreased anxiety, and helped participants feel more prepared for the actual clinical experience.
|Type||DNP Capstone Project|
|Review Type||Peer-review: Single Blind|
|Evidence Level||Quasi-Experimental Study, Other|
|Research Approach||Mixed/Multi Method Research|
Beginning Nursing Students;
|MESH Subject(s)||Patient Simulation;
|MESH Subject(s)||Patient Simulation;
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Showing items related by title, author, creator and subjects.
Teaching nursing students to provide patient-centered transitional education to heart failure patients using a peer teaching strategy Avallone, Margaret A.; Cantwell, E. Renee (2016-03-17)Session presented on Thursday, July 23, 2015: Background: Heart failure (HF) affects an estimated 26 million individuals across the world and is the leading cause of hospitalization in the United States and Europe (Ambrosy ...
An inquiry into the use of the case method instruction to support nursing students learning transfer from classroom instruction to clinical practice Wagner, Kathleen DormanKnowledge that can be transferred into the clinical arena is crucial in a practice profession. High-road, mindful learning using teaching methods that actively engage students and increase their cognitive flexibility is ...
Using Standardized Patients in Enhancing Undergraduate Students's Learning Experience in Mental Health Nursing Goh, Yong-Shian (2017-10-12)Nursing students often express the lack of confidence when conducting mental status examination in the clinical setting. With the use of standardized patients, this has significantly increased students' confidence level ...
Fostering Workforce Development through Meaningful Experiences: Pathways to a Nursing Degree Program Tagher, Catherine G.; Robinson, Erin M.; Hart, Julie A.; Schleyer, Marilyn; DiMinno, Adele (2016-03-21)Session presented on Sunday, November 8, 2015: The RN workforce is projected to grow from 2.71 million in 2012 to 3.24 million in 2022, creating a 19% increase in the need for nurses. The Bureau of Labor Statistics projects ...
Correlation between theoretical classroom instruction and related learning experiences: Evidence from a Philippine nursing university Oducado, Ryan Michael F.; Amboy, Mary Kristine; Penuela, Ayesha; Belo-Delariarte, Rosana Grace (2019-12)In nursing education, it is expected that theory underlies practice. However, studies have indicated nursing students still experience theory and practice gap. This study attempted to determine the relationship between ...