Use of Simulation to Increase Self-Directed Learning for Nurse Practitioner Students

Area of Science:

• Nursing Education
• Interprofessional Healthcare Training
• Simulation-Based Learning

Background:

• Interprofessional (IP) clinical training for nurse practitioner (NP) students is increasing.
• Variability in faculty interaction during clinical rotations necessitates self-directed learning (SDL) skills for students.
• Preparing NP students for effective clinical experiences is crucial.

Purpose of the Study:

• To prepare NP students for interprofessional clinical training using a self-directed learning (SDL) framework.
• To enhance NP students' ability to navigate clinical trajectories and potential challenges.
• To equip NP students for effective communication and role negotiation with physician preceptors.

Main Methods:

• Implemented an SDL framework for NP students' interprofessional clinical preparation.
• Utilized a didactic presentation covering clinical trajectories and common pitfalls.
• Employed an innovative simulation experience for practical application, objective negotiation, and role discussion with a simulated physician preceptor.

Main Results:

• NP students successfully prepared learning objectives for preceptor discussions.
• Students reported increased confidence in discussing their professional role and learning trajectory.
• Preceptors perceived students as well-prepared for clinical rotations and objective discussions.

Conclusions:

• Innovative simulation strategies enhance NP students' self-directed learning capabilities in clinical settings.
• Simulation-based training improves NP students' preparedness for interprofessional collaboration with preceptors.
• This approach better prepares NP students for discussing their professional role and learning objectives.