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Aligning Simulation-Based Education With Didactic Learning in Prelicensure Baccalaureate Nursing Education
Karen Weeks1, Elizabeth Herron, Holly Buchanan
1Author Affiliations: Assistant Professor (Dr Weeks) and Associate Professor (Drs Herron and Buchanan), School of Nursing, James Madison University, Harrisonburg, Virginia.
Background:
Research has shown there is a gap between academia and practice. Nursing stakeholders support the use of the clinical judgment model in developing competency for practice.
Purpose:
This study analyzed the effectiveness of simulation-based education on the development of clinical judgment and explored new graduate nurses' perceptions of their preparation for practice.
Methods:
A longitudinal, explanatory, mixed-methods design with survey points at onset and end of the intervention and interviews 6 months postgraduation.
Results:
The Simulation Effectiveness Tool-Modified (SET-M) was utilized for the pre- and posttest surveys. Two-tailed Mann-Whitney 2-sample rank sum tests were conducted and analyzed for all items on the SET-M. Significant differences were seen in pre- and posttest responses for 12 of the 19 SET-M survey items.
Conclusion:
The findings of this study support the deliberate alignment of didactic and practical teaching strategies to strengthen practice performance and bridge the gap.
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