Enhancing clinical reasoning and student confidence through pediatric simulation

Abstract

Background

The education-to-practice gap is magnified in pediatric nursing due to decreasing pediatric content offered in undergraduate programs, including less pediatric clinical time and inconsistent and inadequate clinical experiences.

Purpose

Examine student perceptions of learning and confidence by comparing a high-fidelity pediatric simulation series and acute care pediatric clinical.

Methods

The SET-M tool compared settings and included open-ended questions to add insight. Sample: In an undergraduate nursing program in a university in the Midwest United States, 124 students completed the anonymous survey rating each experience for learning and confidence in assessment, clinical decision-making, communication, and safety. Results: Students rated the simulation series higher than clinical for all categories except patient communication.

Conclusion

Student perceptions of learning in high-fidelity simulation revealed increased confidence and competence and the belief that simulation complements the clinical experience and bridges the theory and clinical courses.