Abstract
Accumulating suggests human patient simulation is an effective instructional technique. Simulated clinical experiences may be a reasonable substitute for direct care experiences. Educators and regulators need to know what mix of simulation and direct care promotes learning and how these experiences can be designed to help nursing students achieve essential outcomes. The goal of this pilot study was to identify a model to promote development of clinical judgment among beginning nursing students. Principles related to types of learning and practice (blocked by type or interleaved) were used in exploring simulation and direct care design schema. Using a 50% interleaved simulation design schema, robust clinical judgment scores and positive perceptions of learning were identified among beginning students participating in a basic nursing concepts and skills course. Further study is warranted to determine whether this schema is effective in other nursing courses or with novice-level students from diverse health care disciplines.
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