Evaluating the Impact of Scenario-Based High-Fidelity Patient Simulation on Academic Metrics of Student Success

By Sportsman, Susan; Schumacker, Randall E. et al. | Nursing Education Perspectives, July-August 2011 | Go to article overview

Evaluating the Impact of Scenario-Based High-Fidelity Patient Simulation on Academic Metrics of Student Success


Sportsman, Susan, Schumacker, Randall E., Hamilton, Patti, Nursing Education Perspectives


RESEARCH

ABSTRACT

Despite the ongoing nursing shortage, nurse educators are responsible for preparing students to practice in highly complex health care systems. As nurse educators explore new learning strategies to support an increase in student admissions, they must also evaluate the impact of these strategies on the quality of the educational experience. The study reported here evaluated the impact of scenario-based, high-fidelity patient simulation used to increase student admissions in an associate degree and baccalaureate nursing program in north-central Texas upon students' sense of their own clinical competence, graduating grade point average (GPA), and performance on standardized exit examinations. These are measures commonly used by nurse educators as metrics of success.

Key Words High-Fidelity Patient Simulation--Academic Metrics Nursing Students--Clinical Educators

**********

JOINING FORCES, a school of nursing in a liberal arts university in north-central Texas, a nearby community college nursing program, and a 359-bed regional medical center obtained a Texas Higher Education Coordinating Board (THECB) grant in 2004 for the purpose of developing a Regional Simulation Center (RSC). The primary goal was to increase by 39 percent the total number of students admitted to both entry-level nursing programs. To enable faculty to pursue other activities, including teaching additional students, scenario-based practice with high-fidelity manikins took the place of traditional, hospital-based clinical education with actual patients. Responsibilities for competency education and validation were delegated to four clinically strong, baccalaureate-prepared, laboratory mentors (Sportsman et al., 2009).

When the RSC was established, the Texas Board of Nursing (TBON) had no regulations regarding the substitution of clinical simulation for traditional clinical experience. However, it did require that nurse faculty hold a master's degree or higher. Because this project used BSN-prepared laboratory mentors in the simulation center, the project director requested and received a waiver to that rule. Based on the evaluation of the three-year project, reported annually, the TBON in 2008 made the decision to remain silent on limitations to the number of hours Texas students can participate in simulation as part of their clinical experience.

This article reports on the evaluation for the grant as reported to the TBON. The purpose was to determine if participation in scenario-based, high-fidelity patient simulation in the RSC for a portion of the clinical experience traditionally supervised by faculty would influence student outcomes. The research questions for this descriptive, longitudinal study focused on several areas: students' sense of their own clinical competence; anxiety regarding school performance; attitudes about and interest in learning opportunities; motivation to learn; concentration during learning activities; and satisfaction with the clinical learning environment. Finally, the study evaluated the impact on seniors' graduating grade point average (GPA) and scores on a standardized exit examination.

Literature Review A report by del Bueno (2005) suggested that only 35 percent of new graduates meet entry expectations for clinical judgment when evaluated by the Problem Based Development System (PBDS), which uses video simulation to assess nurses' competence. According to del Bueno, a major cause of this failure is the emphasis in nursing programs on teaching greater amounts of content, rather than the application of knowledge. Assuming del Bueno's findings are correct, providing greater opportunity to apply clinical knowledge through the use of high-fidelity patient simulators (HFPS) may lead to greater competence among new graduates as reflected in traditional academic markers.

Multiple benefits of patient simulation have been identified in the literature, including: a) the ability to administer care to high-acuity, low-frequency cases, using actual clinical equipment without the potential to harm patients; b) skill development in procedures that require eye-hand coordination and ambidextrous maneuvers; c) the enhancement of confidence; and d) improved decision-making, teamwork, and communication in times of crisis (Jha, Duncan, & Bates, 2001; Medley & Home, 2005; Patow, 2005). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Evaluating the Impact of Scenario-Based High-Fidelity Patient Simulation on Academic Metrics of Student Success
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.