Bridging didactic and clinical in nursing education: An innovative health assessment activity

Abstract

BackgroundAssessment skills are foundational for nursing education to support quality patient care and outcomes across the lifespan. The aim of this activity was to increase knowledge and confidence in performing age-related focused assessments across the lifespan, recognizing cues to differentiate between potential conditions, and documenting findings appropriately. The Situated Cognitive Theory guided the development of the activity. InnovationFaculty developed a comprehensive review activity of focused assessments across the lifespan using scenarios with low and high-fidelity manikins in a classroom setting. Students completed a pre- and post-survey on their perceptions of knowledge and confidence and suggestions for improvements. ImplicationsThe number of positive responses increased for all questions and demonstrated a statistically significant change in perceived knowledge and confidence from pre- to post-time points. Students reported enjoyment of the hands-on approach and application of course content in a realistic setting. ConclusionOverall, students’ perceived knowledge of lifespan assessments increased and voiced an enhanced connection between readings and patient care. The usage of technology-enhanced scenarios shows the potential to augment student learning in prelicensure nursing curricula.