Highlights
- •By 2025, there are projected eight million people over the age of 65 years, many of whom will need acute care health care providers.
- •The increased demand on Doctor of Nursing Practice programs has created a taxed system that uses an archaic apprenticeship model to educate nurse practitioner (NP) students.
- •Thoughtfully scaffolding simulations in NP curricula offers an unparalleled learning opportunity for NP students to independently perform, without direct supervision, as an NP.
Abstract
Background
The nation’s demographics and health care needs are changing, concurrent with the
demand to double the number of doctorally prepared nurses by 2020. This combination
has intensified challenges associated with finding quality clinical placements and
appropriate preceptors for nurse practitioner (NP) students. Purposefully integrated
simulations offer alternate experiences and expose students to deliberately crafted
and consistent learning opportunities.
Methods
Scaffolded simulations were integrated within an Adult-Gerontology Acute Care Nurse
Practitioner Program over the course of six semesters.
Results
Analysis is currently underway, but preliminary data show that simulation experiences
helped to develop assessment, critical thinking, and decision-making skills. The students
also felt better prepared to communicate with other health care providers in this
new role.
Conclusion
Although resource intensive, simulation provides an unparalleled opportunity for NP
students to independently perform, without direct supervision, as an NP. Presenting
an example of simulation integration can aid other educators seeking to develop a
similar program.
Keywords
To read this article in full you will need to make a payment
Purchase one-time access:
Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online accessOne-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:
Subscribe to Clinical Simulation In NursingAlready a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
References
- NCSBN simulation guidelines for prelicensure nursing programs.Journal of Nursing Regulation. 2015; 6: 39-42
- Re-envisioning the clinical education of advanced practice registered nurses.(White Paper retrieved from)
- Fact sheet: The doctor of nursing practice (DNP).(Retrieved from)
- Using objective structured clinical examination (OSCE0 as education in advanced practice registered nursing education).Journal of Professional Nursing. 2017; 33: 119-125https://doi.org/10.1016/j.profnurs.2016.06.003
- Older Americans: Key indicators of well-being.2016 (Retrieved from Washington, DC. Retrieved from https://agingstats.gov.)
- Re-envisioning clinical education for nurse practitioner programs: Themes from a national leaders' dialogue.Journal of Professional Nursing. 2014; 30: 273-278https://doi.org/10.1016/j.profnurs.2014.03.002
- Use of simulation in undergraduate and graduate education.AACN Advanced Critical Care. 2016; 27: 86-95
- Using high-fidelity simulation to teach acute care pediatric nurse practitioner students.The Journal for Nurse Practitioners. 2014; 10: e87-e91
- The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation inPrelicensure nursing education.Journal of Nursing Regulation. 2014; 5: S2-S64
- The future of nursing: Leading change, advancing health.(Retrieved from)
- NLN Jeffries simulation theory: Brief narrative description.Nursing Education Perspectives. 2015; 36: 292-293
- Educational changes to support advanced practice nursing education.The Journal of Perinatal & Neonatal Nursing. 2016; 30: 187-190
- Reflection and reflective practice in health professions education: a systematic review.Advances in Health Science Education. 2009; 14: 595-621https://doi.org/10.1007/s10459-007-9090-2
- Standards of best practice: Simulation standard I: terminology.Clinical Simulation in Nursing. 2013; 9: S3-S11https://doi.org/10.1016/j.ecns.2013.04.001
- Criteria for evaluation of nurse practitioner programs.(Retrieved from)
- Enhancing skills of critical reflection to evidence learning in professional practice.Physical Therapy in Sport. 2013; 14: 133-138https://doi.org/10.1016/j.ptsp.2013.03.004
- A measurement tool for simulation-based training in emergency medicine: The Simulation Module for Assessment of Resident Targeted Event Responses (SMARTER) approach.Simulation in Healthcare. 2008; 3: 170-179https://doi.org/10.1097/SIH.0b013e318173038d
- There's no such thing as “nonjudgmental” debriefing: A theory and method for debriefing with good judgment.Simulation in Healthcare. 2006; 1: 49-55
- Debriefing as formative assessment: Closing performance gaps in medical education.Academic Emergency Medicine. 2008; 15: 1010-1016https://doi.org/10.1111/j.1553-2712.2008.00248.x
- Debriefing with good judgment: Combining rigourous feedback with genuine inquiry.Anesthesiology Clinics. 2007; 25: 361-376
- Using simulation for clinical practice hours in nurse practitioner education in the United States: A systematic review.Nurse Education Today. 2016; 37: 128-135
- INACSL standards of best practice: simulationSM.Clinical Simulation in Nursing. 2016; 12: S5-S50
- Nurse practitioner Core competencies content.(Retrieved from)
- Should simulation count toward nurse practitioner student clinical practice hours?.The Journal for Nurse Practitioners. 2014; 10: 538-539
Article info
Identification
Copyright
©?2018 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
