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Simulated clinical experience: nursing students' perceptions and the educators' role
Anne M Schoening1, Barbara J Sittner, Martha J Todd
1Maternal/Child Nursing, Creighton University School of Nursing, Omaha, Nebraska 68178, USA. aschoening@creighton.edu
Nurse Educator
|November 17, 2006
Summary
High-fidelity simulation offers an effective solution for nursing education challenges. This study highlights the crucial role of educators in optimizing student learning through simulated preterm labor clinical experiences.
Area of Science:
- Medical Education
- Nursing Education
- Simulation Technology
Background:
- Increasing student enrollment and faculty shortages strain traditional clinical placements.
- Limited access to diverse clinical sites hinders comprehensive nursing education.
- High-fidelity simulation presents an innovative pedagogical approach to address these educational gaps.
Purpose of the Study:
- To examine nursing students' perceptions of a simulated preterm labor clinical experience.
- To emphasize the significance of educator roles in simulation-based learning.
- To evaluate simulation as an effective instructional strategy in nursing education.
Main Methods:
- Utilized a high-fidelity simulation scenario focused on preterm labor.
- Gathered student perceptions regarding the simulated clinical experience.
- Analyzed the impact of educator facilitation on student learning outcomes.
Main Results:
- Students reported positive perceptions of the simulated preterm labor experience.
- The educator's role was identified as pivotal in facilitating learning and achieving objectives.
- Simulation effectively addressed learning objectives despite limitations in traditional clinical settings.
Conclusions:
- High-fidelity simulation is a valuable and effective teaching strategy in nursing education.
- Effective educator facilitation is essential for maximizing the benefits of simulation.
- Simulation can successfully supplement or replace traditional clinical experiences for specific learning objectives.
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