Abstract
Diagnostic reasoning is a complex cognitive process essential for nurse practitioner students to be competent before starting precepted clinical experiences. This article describes a formative simulation in which small groups of beginning-level nurse practitioner students and their faculty facilitators worked through the diagnostic reasoning process. Cough is the chief complaint for each of 3 encounters, but each standardized patient had different key findings with distinct diagnoses. Comments from 48 students and 8 faculty members supported educational best practices as delineated in the National League of Nursing/Jeffries Framework. The intraprofessional student learning across nurse practitioner specialties could be replicated in other institutions to develop student competencies.
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