The Use of Simulation to Facilitate a Successful Transition from Classroom to Initial Clinical Experience

Abstract

<p><strong>Background/Significance of problem:</strong> 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.</p> <p> </p> <p><strong>Clinical question: </strong>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?</p> <p> </p> <p><strong>Literature search: </strong>Quantitative and qualitative research studies identified the impact of initial clinical experiences on nursing students.</p> <p> </p> <p><strong>Best Evidence: </strong>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.</p> <p> </p> <p><strong>Integration into Practice: </strong>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. </p> <p> </p> <p><strong>Evaluation of evidence-based practice:</strong> 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.</p> <p> </p> <p> </p>