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The role of computer-assisted simulation in nurse practitioner education
1Patient Care Research Department at University Health Care System in Augusta, Georgia, USA. mgoolsby@uh.org
Journal of the American Academy of Nurse Practitioners
|April 5, 2002
Summary
Computer-assisted simulations (CAS) offer realistic training for nurse practitioner (NP) students, enhancing clinical decision-making and experience with terminology. While valuable, the lack of live patient interaction can impact student reasoning processes.
Area of Science:
- Nursing Education
- Medical Simulation
- Qualitative Research
Background:
- Computer-assisted simulations (CAS) are increasingly utilized in healthcare education.
- Understanding the effectiveness and nuances of CAS in nurse practitioner (NP) training is crucial for curriculum development.
Purpose of the Study:
- To explore the role of CAS in NP education.
- To observe student interactions and decision-making processes within a CAS environment.
Main Methods:
- A qualitative observational study involving 8 NP students in pairs.
- Data collection through direct observation in a computer lab and post-observation interviews.
- Analysis based on the theoretical framework of ecological psychology.
Main Results:
- Student pairs developed unique approaches to CAS tasks.
- Information misinterpretation occurred, influenced by the absence of live patient interaction.
- Students leveraged prior nursing experience to inform case perspectives.
- Adequate data was generally collected for diagnoses.
- Observations identified student strengths, weaknesses, and problem-solving strategies.
Conclusions:
- CAS scenarios were perceived as realistic and valuable learning tools by students.
- Knowledge gained from CAS is transferable to clinical practice, improving terminology, examination sequencing, and decision-making skills.