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Benefits of a Pediatric Clinic Simulation Using Standardized Patients in Family Nurse Practitioner Education
Cindy Weston1, Kara Jones-Schubart, Martha Hare
1About the Authors Cindy Weston, DNP, APRN, FNP-BC, is associate professor and associate dean for clinical and outreach affairs, Texas A&M University College of Nursing, Bryan, Texas. Kara Jones-Schubart, DNP, APRN, FNP-BC, is clinical assistant professor, University of Florida College of Nursing, Gainesville, Florida. Martha Hare, DNP, APRN, FNP-BC, is clinical assistant professor, Texas A&M University College of Nursing. Kevin Gosselin, PhD, is director, Academics and Biostatistics, HonorHealth Research Institute, Scottsdale, Arizona. Sharon Cook, BSN, RN, is an orthopedics/trauma team nurse, Medical City, Plano, Texas. The authors acknowledge the contribution of Dr. Gang Han for statistical review. This work was supported by Texas A&M University College of Nursing Seed Grant Program (Dr. Cindy Weston, PI). For more information, contact Dr. Weston at cweston@tamu.edu.
Abstract:
The purpose of this study was to examine the effect of a pediatric clinic simulation with standardized patients on anxiety, self-efficacy, and performance in family nurse practitioner students. A pediatric clinic simulation was developed in which family nurse practitioner students encountered standardized patients presenting for a well-child visit or exhibiting a common chief complaint. Anxiety and self-efficacy were assessed pre/post the simulation intervention, along with faculty-observed student performance. The clinic simulation resulted in increased self-efficacy, lower anxiety, and improved performance (p < .01). High-fidelity simulation of a pediatric clinic was found to foster development of clinical competency, lower student anxiety, and improve self-efficacy.
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