Highlights
- •Students complete more activities in less time in simulation compared with the clinical setting.
- •Students spend more time in Miller's “knows how” (application) in simulation.
- •Students spend more time in Miller's “knows” (recall, not application) in the clinical setting.
- •Students spend more time in Miller's “does” (independent action) in simulation.
- •The efficient environment of simulation is emerging evidence toward a 2:1 clinical to simulation ratio.
Abstract
Background
There is limited evidence comparing the clinical and simulation environments.
Methods
This multicenter observational study compared traditional clinical to simulation on
the type, number, and level of educational activities as determined by Miller's Pyramid.
Results
Forty-two students' experience revealed that skills, physical assessment, teaching,
and critical thinking activities occurred more frequently in simulation, with safety
interventions more common in clinical. In addition, in simulation, students performed
a greater percentage of activities in higher levels of Millers Pyramid, “Knows How”;
12.8% as compared with 8.6% in clinical, and “Does”; 66.3% as compared with 46.2%
in clinical. Notably, the activities in “Does” were completed in approximately 1/5
of the time in simulation; 440 minutes, as compared with clinical; 2,137 minutes.
Conclusion
The intensity and efficiency of simulation was demonstrated through the completion
of more activities in higher levels of Millers Pyramid in significantly less time
than clinical providing emerging evidence toward a 2:1 clinical to simulation ratio.
Keywords
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Article info
Publication history
Published online: March 21, 2019
Footnotes
This work was supported by the International Nursing Association for Clinical Simulation and Learning Debra Spunt Research award. The authors have no conflict of interest to report.
Identification
Copyright
© 2019 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
