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Interprofessional Innovation: Incorporating 3D Printed Models into Simulation-Based Learning for Nurse Practitioner

Jennifer Vann1, Nilsa Black-Mead, Haley Hoy

  • 1About the Authors Jennifer Vann, DNP, ACNP-BC, is a clinical assistant professor, College of Nursing, University of Alabama in Huntsville, Huntsville, Alabama. Nilsa Black-Mead, DNP, ACNP-BC, is a clinical assistant professor, College of Nursing, University of Alabama in Huntsville, Huntsville, Alabama. Haley Hoy, PhD, ACNP-BC, is a professor, College of Nursing, University of Alabama in Huntsville, Huntsville, Alabama. Cooper Gunter is a student research assistant, Systems Management and Production Center, University of Alabama in Huntsville, Huntsville, Alabama. Gary Maddux, PhD, is director, Systems Management and Production Center, University of Alabama in Huntsville, Huntsville, Alabama. Bernard Schroer, PhD, is principal research engineer and professor emeritus, Systems Management and Production Center, University of Alabama in Huntsville, Huntsville, Alabama. For more information, contact Dr. Vann at jennifer.vann@uah.edu .

Nursing Education Perspectives
|February 6, 2026
PubMed
Summary
This summary is machine-generated.

This study integrated 3D printed models into simulation-based learning for nurse practitioner students, enhancing their understanding of clinical situations. This innovative approach improved realistic visual depictions of medical conditions, boosting student learning outcomes.

Keywords:
3D PrintingBone SpurCompression FractureNurse Practitioner EducationSimulation

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Area of Science:

  • Medical Education
  • Simulation Technology
  • Nursing Practice

Background:

  • Simulation-based learning is crucial for clinical preparedness.
  • Traditional methods may lack realistic patient scenario representation.
  • Nurse practitioner (NP) programs seek innovative teaching strategies.

Purpose of the Study:

  • To present the integration of 3D printed models in NP simulation-based learning.
  • To evaluate the impact of 3D models on student learning and visualization.
  • To explore adaptive teaching strategies in NP education.

Main Methods:

  • Incorporation of 3D printed anatomical and pathological models.
  • Augmentation of 3D models with relevant diagnostic imaging.
  • Utilizing these integrated tools within simulation-based learning experiences for NP students.

Main Results:

  • 3D printed models, combined with diagnostic images, provided realistic visual depictions.
  • Enhanced student learning and comprehension of complex medical conditions.
  • Demonstrated success of the innovative teaching strategy.

Conclusions:

  • 3D printed models are effective tools for enhancing NP simulation-based learning.
  • This adaptive strategy improves visualization of clinical scenarios.
  • Further exploration by NP programs is recommended for curriculum enhancement.