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Related Experiment Videos

Using standardized patients in advanced practice nursing education.

Judith A Vessey1, Karen Huss

  • 1Boston College School of Nursing, Cushing Hall, 140 Commonwealth Drive, Chestnut Hill, MA 02467-3812, USA. vessey@bc.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|February 23, 2002
PubMed
Summary

A single simulated patient encounter is insufficient for evaluating nurse practitioner students' clinical skills. Multiple faculty observations at clinical sites are necessary for accurate performance assessment.

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Area of Science:

  • Medical Education
  • Nursing Education
  • Clinical Skills Assessment

Background:

  • Standardized patient encounters are a common teaching method in medical and nursing education.
  • Simulated clinical encounters and objective structured clinical experiences are used for evaluating students.
  • Advanced practice nursing programs are increasingly adopting these assessment methods.

Purpose of the Study:

  • To evaluate the reliability and validity of a one-time simulated clinical encounter for assessing nurse practitioner students.
  • To determine if simulated encounter performance correlates with other clinical evaluation measures and certification exams.

Main Methods:

  • Twenty-six graduating adult and pediatric nurse practitioner students participated in a simulated clinical encounter.

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  • Student performance on the simulation was compared to other clinical evaluation data and national certifying examination results.

    • Main Results:

    • Performance on the simulated clinical encounter did not correlate with other clinical evaluation measures.
    • Simulated encounter performance did not reflect performance on national certifying examinations.
    • The single simulated encounter lacked reliability and validity for summative evaluation.

    Conclusions:

    • A one-time simulated clinical encounter is not a reliable or valid tool for summative evaluation of nurse practitioner students.
    • Videotaped simulated encounters can serve as valuable formative learning experiences.
    • Multiple faculty observations at diverse clinical sites are essential for accurate student performance assessment.