Simulation as a Strategy to Teach Clinical Pediatrics Within a Nursing Curriculum
published online 17 October 2008.
Abstract
Background
This article describes an exploratory study of communication, collaboration, confidence, learning opportunity, and error recognition in a sample of second-semester, Junior-level baccalaureate nursing students in their pediatric rotation.
Methods
Forty-seven students responded to a four-point questionnaire after each of four simulated case-study experiences (T1-T4). Three open-ended questions were asked.
Results
Of the ten questions surveyed, the difference in ability to recognize medical error was statistically significant. The open-ended questions revealed an increase in overall self-confidence.
Conclusion
Of the constructs measured, the ability to recognize medical error was achieved via the case studies presented to the students. There was no change over time in the students' perceptions of their confidence in collaboration or assessment skills, or in their learning opportunity.
Family Health Department, University of San Francisco, CA, 94117-1080, USA
Cite this article:
Lambton, J., O'Neill, S. P., Dudum, T. (2008, October). Simulation as a strategy to teach clinical pediatrics within a nursing curriculum. Clinical Simulation in Nursing, 4(3). doi:10.1016/j.ecns.2008.08.001
ABSTRACT