Background: Virtual clinical simulation is a digital innovation that augments clinical reasoning and clinical judgment, narrowing the theory-practice gap, preparing new graduates for the Next Generation NCLEX (National Council Licensure Examination), and mitigating the demand for clinical placement and clinical faculty.
Method: The purpose of this article is to describe an educational innovation employing a virtual clinical simulation using the tenets of Tanner's Clinical Judgment Model and a National League for Nursing Advancing Care Excellence for Seniors unfolding case.
Results: A virtual clinical simulation successfully served to replace direct care clinical for 86 undergraduate nursing students enrolled in a foundation nursing course, augmenting the students' ability to transfer and apply theoretical knowledge to clinical practice.
Conclusion: This virtual clinical simulation served as a viable platform for teaching clinical reasoning and clinical judgment, mitigating the education-practice gap for new graduate registered nurses. [J Nurs Educ. 2024;63(7):485-489.].
Post-exam review sessions that reveal a completed exam to students can be time-consuming and ineffective. Additionally, the review may jeopardize exam integrity by exposing the individual items.
To promote critical reflection, an exam wrapper, without the return of a completed exam, was implemented. Students were encouraged to take deeper ownership of learning and be active in the process of exam review.
Most students strongly agreed or agreed that they adjusted their study strategies based on their self-reflection (68.5%) or on the instructor feedback (66.7%) provided through the wrapper. All faculty stated the process of using wrappers was much more or more valuable and efficient, compared to prior post-exam feedback methods.
Using an exam wrapper as a stand-alone, post-exam debrief, students assume a more proactive role by reflecting on individual exam preparation and learning strategies without the return of a completed exam. [J Nurs Educ. 2024;63(X):XXX–XXX.]
A reflective praxis process has been developed to facilitate story-sharing, an educational strategy grounded in narrative pedagogy.
This article describes this strategy, the Story-Sharing Facilitation Guide (SSFG). The guide allows educators to facilitate the telling of a story that often triggers a memory of similar or contrasting experiences. Sharing stories helps learners find personal and professional meaning, develop new insights, and revise actions. The SSFG is underpinned by Dreyfus and Taylor's Contact Theory of how human beings learn and come to know and understand their different life-worlds.
The SSFG was developed and used by faculty in a leadership training program. Evaluation results of the program found this to be an effective educational method.
The guide provides educators with an intentional process of reflection that deepens learning and allows for labeling the experience and linking it with the concepts being taught. [J Nurs Educ. 2024;63(X):XXX–XXX.]
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