Utilizing simulation as a standardized clinical experience to support course objectives for pre-licensure nursing students
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).
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).
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.
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.
Learning Areas:Public health or related education
Public health or related nursing
Describe a pre-licensure nursing program’s approach to supporting community/public health course objectives through clinical simulation. Introduce clinical simulation as a platform for learning/teaching community/public health nursing. Explain how clinical simulation and the debriefing with good judgment model enhance students’ clinical knowledge and reflective practice as community/public health nurses.
Keyword(s): Nursing Education, Teaching
Qualified on the content I am responsible for because: I am a faculty member in the University of Maryland School of Nursing Clinical Simulation Laboratories. My specialty as a nurse educator is in clinical simulation, while my clinical experience and research interests are in pediatrics, community/public health, and environmental health. I have been pivotal in introducing simulation as a teaching method for pediatrics and community/public health nursing. I am also a course instructor for a graduate-level public health course.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.