Utilizing simulation as a standardized clinical experience to support course objectives for pre-licensure nursing students

Statement of the problem

Community/Public Health Nursing (C/PHN) proffers a variety of clinical opportunities for pre-licensure students (Frank, Adams, Edelstein, Speakman, & Shelton, 2005). Due to variable C/PHN care settings, clinical coordinators have difficulty garnering sites that support a uniform approach to C/PHN core knowledge, values, and competencies. Therefore, nurse faculty must supplement didactic and clinical experiences with innovative teaching methods (Callen, Smith, Joyce, Lutz, Brown-Schott, & Block, 2013; Valentine-Maher, Van Dyk, Aktan, & Bliss, 2014; Wade & Hayes, 2010).

Approach

Clinical simulation is a teaching method considered to be as effective as learning through direct patient care (Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014). Simulated experiential learning allows students to practice critical thinking and communication while acting as a C/PHN nurse (Gotwals & Yeager, 2014; Kim-Godwin, Livsey, Ezzell, & Highsmith, 2013; Wheeler & McNelis, 2014). The Debriefing with Good Judgment model reinforces clinical knowledge and self-reflective practice after simulation (Rudolph, Simon, Rivard, Dufresne, & Raemer, 2007).

Outcome

The University of Maryland School of Nursing utilizes clinical simulation to provide nursing students with the opportunity to conduct home visits. The Debriefing with Good Judgment model allows faculty to implement standardized learning experiences that align with C/PHN course objectives.

Implications

Clinical simulation is a teaching platform that ensures quality C/PHN experiences for students. The authors suggest that structured clinical simulation can be used to support fulfillment of C/PHN course objectives that are difficult to meet in varied clinical settings. Clinical simulation may also prepare students whose C/PHN placements entail home visiting.