Highlights
- •Findings support the use of scaffolded simulation in nurse practitioner education.
- •Structured debriefing is essential translating knowledge to clinical practice.
- •Multiple sources of feedback advance formational learning.
- •Three themes emerged: authenticity, confidence, and harmonization.
- •Develop tools to evaluate competency acquisition through simulation.
Abstract
Background
More high-quality research is needed to connect learning in simulation to clinical
practice experiences of advanced practice registered nurse (APRN) students. The purpose
of this study was to evaluate students’ perceptions of simulation and explore qualitative
reflections about the role of simulation in preparing them for clinical practicum
experiences.
Methods
In this longitudinal, mixed methods study, a series of six, scaffolded simulation
experiences were implemented in an APRN curriculum. Focus groups were conducted with
a convenience sample of 23 nurse practitioner students.
Results
Three key, interconnected themes emerged from the focus groups: authenticity, confidence,
and harmonization. Quantitative data demonstrated that simulation was effective in
promoting clinical decision-making skills.
Conclusions
The findings of this study support the use of scaffolded simulation experiences in
nurse practitioner education. The participants valued the knowledge, skills, and confidence
gained through the simulation experiences that included a standardized patient, multi-modal
feedback, and a debriefing process. Students’ knowledge and behaviors learned through
simulation experiences were transferred into their clinical practice.
Keywords
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Article info
Publication history
Published online: March 02, 2023
Identification
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© 2023 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
