Track: Education: quality improvement; best practice; curricular changes; student outcomes; and/or innovative projects educators use with any type of learners
Implementation of a simulation-based pediatric clinical series for pre-licensure graduate nursing students
A seminal study supported that simulation can be substituted for up to 50% of pre-licensure nursing clinical hours. To address gaps of limited pediatric sites with inconsistent opportunities, and perceptions of students not being prepared for clinical decision-making, we developed a 24-clock hour simulation-based clinical series for 5th term pre-licensure graduate nursing students. Our setting is an accredited simulation center within an urban academic medical center and university. The 4-day series aligns with learning objectives and INACSL Standards of Best Practice: SimulationSM. Trained clinical faculty facilitate groups of 8 students, including prebriefing and debriefing using PEARLS or Modified Plus-Delta. “Day 1” includes vascular access using partial-task trainers, and a low-fidelity medication administration case. “Day 2” includes tracheostomy care using partial task-trainers and low-fidelity mannequins, and 4 high-fidelity toddler mannequin scenarios about respiratory alterations and shock. “Day 3” includes chest tube care using partial-task trainers, 4 linked high-fidelity school-age mannequin scenarios about chest tube complications. “Day 4” is an innovative simulated clinical day using high-fidelity adolescent mannequin unfolding scenario, where students plan as a group and implement total nursing care for a hospitalized patient with asthma and diabetes in real-time. This simulation-based clinical series provides pre-licensure graduate nursing students significant opportunity to safely apply knowledge, demonstrate skills, make clinical decisions, recognize complications and intervene, provide patient/family teaching, and integrate developmentally-appropriate care. Anecdotal and formal evaluations from students and faculty have been positive. Future development includes integrating summative student evaluation, increasing the simulation to clinical hour ratio, and adding robust pre-work.
Identify benefits of using simulation as a substitute for clinical hours in pre-licensure graduate nursing education
Explain how each day in the simulation series aligns with student learning needs, didactic coursework, and students’ previous experience
Describe how a simulated clinical day in real-time provides unique opportunities for students to make clinical decisions