A Scaffolded Simulation Curriculum: Translating Simulation with Standardized Patient Encounters into Clinical Practice for Nurse Practitioner Students

Abstract

BackgroundMore high-quality research is needed to connect learning in simulation to clinical practice experiences of advanced practice registered nurse (APRN) students. The purpose of this study was to evaluate students’ perceptions of simulation and explore qualitative reflections about the role of simulation in preparing them for clinical practicum experiences. MethodsIn this longitudinal, mixed methods study, a series of six, scaffolded simulation experiences were implemented in an APRN curriculum. Focus groups were conducted with a convenience sample of 23 nurse practitioner students. ResultsThree key, interconnected themes emerged from the focus groups: authenticity, confidence, and harmonization. Quantitative data demonstrated that simulation was effective in promoting clinical decision-making skills. ConclusionsThe findings of this study support the use of scaffolded simulation experiences in nurse practitioner education. The participants valued the knowledge, skills, and confidence gained through the simulation experiences that included a standardized patient, multi-modal feedback, and a debriefing process. Students’ knowledge and behaviors learned through simulation experiences were transferred into their clinical practice.