Nurs Forum. 2022 Jun 7. doi: 10.1111/nuf.12760. Online ahead of print.
ABSTRACT
BACKGROUND: Interpretive pedagogy with simulation encourages students to consider multiple perspectives contextually leading students to think deeper in a shared learning environment.
PROBLEM: Clinical sites were lacking in a senior nursing leadership and management course and necessitated the adaptation of traditional clinical teaching methodologies.
APPROACH: Low-fidelity simulation was used as an active learning strategy to fulfill clinical hours.
OUTCOMES: Comparing student groups’ pretest mean scores were not significant (p = .610; 95% confidence interval [CI] [-0.95, 0.12]). Comparatively, the student groups’ posttest scores ranging between 87% and 90%, respectively, were also not statistical significance (p = .136, 95% CI [-0.95, 0.12]).
CONCLUSION: Students were positive about their experience. They appreciated the opportunity to practice what they learned in the classroom in a safe environment. As a result, simulation in a senior nursing leadership course can be successfully used as an alternative to traditional clinical experiences and fulfill clinical hour requirements.
PMID:35671354 | DOI:10.1111/nuf.12760
