Simulation: Enhancing Pediatric, Advanced, Practice Nursing Education

Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

“…In 2011, Beauchesne and Douglas described the creation of scenarios and use of high‐fidelity simulations for PNP students in both primary and acute care programs. Their conclusions are consistent with our beliefs that faculty are challenged to “bridge the gap between using simulation in learning laboratories and transferring that knowledge as it is applied to actual clinical practice” (Beauchesne & Douglas, 2011, p. 33).…”

Exploring the use of standardized patients for simulation-based learning in preparing advanced practice nurses

“…Lin et al (2013) also found that using SPs helped the APN students to improve their communication skills significantly. In critical care settings, it is essential that APNs can provide care to complex patients and that they acquire the requisite cognitive skills embedded in clinical reasoning and critical judgment (Beauchesne and Douglas, 2011). Hence, using SPs in critical case simulations could help students to improve communication skills during history taking, and incorporate clinical reasoning and critical judgment skills in responding to emergency situations.…”

“…However, the emergence of the acute care APN program has encouraged the use of simulation to teach new, complex skills (e.g. lumbar punctures, chest tube insertion) and critical judgment to care for complex patients (Beauchesne and Douglas, 2011). The use of relevant technology (e.g.…”

Using High-fidelity Simulation to Teach Acute Care Pediatric Nurse Practitioner Students

“…Faculty located behind a 1-way mirror observed the scenario and worked with the computer technologist to create real-time changes in patient status while observing the approach of the student providers using the SMARTER behavioral assessment tool to guide expected responses. 2 Students participated in a debriefing session using the debriefing with good judgment model. 9 The debriefing session lasted about 40 minutes and included the SP as a valued member.…”

“…These competencies include (1) applying advanced assessment skills to determine appropriate management in the care of children with a single or multisystem organ dysfunction; (2) responding to children with complex acute, critical, and chronic problems to address rapidly changing conditions, including the recognition and management of emerging health crises and organ dysfunction using both physiologically and technology derived data; (3) developing differential diagnosis; and (4) appropriately ordering and performing interventions to monitor, sustain, and restore stability in children with deteriorating conditions. 1 Teaching these skills in a classroom setting is challenging and does not provide faculty the opportunity to evaluate the students' ability to apply theoretical knowledge to the clinical setting.…”