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Clinical instructors perceive that more patient care experiences enhance student decision-making. However, initial simulation experiences can cause anxiety, with safety concerns, particularly in medication administration, requiring specific protocols.

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Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Clinical Decision-Making

Background:

  • Limited understanding of clinical instructors' views on student decision-making.
  • The impact of sequencing simulation and traditional clinical experiences is under-explored.
  • Student preparedness for clinical decision-making is a critical area in nursing education.

Purpose of the Study:

  • To explore clinical instructors' perceptions of student decision-making.
  • To investigate the influence of block sequencing (simulation vs. traditional clinical) on skill development.
  • To identify challenges and safety concerns in early clinical experiences.

Main Methods:

  • Qualitative study utilizing focus groups.
  • Conducted with 12 experienced clinical instructors.
  • Thematic analysis of qualitative data.

Main Results:

  • Three themes emerged: "right away," "anxious but more confident," and "scary and unsafe."
  • Increased patient care experience correlated with improved student clinical decision-making efficiency.
  • Significant safety concerns, especially in medication administration, led to enhanced simulation safety protocols.

Conclusions:

  • The integration of simulation and clinical experiences significantly impacts student confidence and decision-making.
  • Early clinical experiences, including simulation, present unique challenges and safety considerations.
  • Structured learning progression, incorporating patient care, is vital for developing competent clinical decision-making skills.