Simulation in teaching clinical nursing.

Abstract

Clinical simulation research is active in nursing. This research has yielded certain curricular implications. Simulated experiences are very effective in identifying student strengths and weaknesses, as well as curricular strengths and weaknesses. In addition, simulated nursing experiences provide learning in a controlled environment that increases the student's confidence and enhances patient safety and comfort. In this paper, the simulated test has been discussed in the context of a generic nursing student; however, there are definite possibilities for validating the knowledge of registered nurse students, new graduates in specialty areas, and expert nurses taking certification exams. In conclusion, the author views simulation (whether written, on computer, as a game, or practiced on mannequins) as a means of bringing clinically-related experiences into the school, and as being a more efficient and safer method of providing clinical experiences. It is apparent that many schools of nursing are utilizing simulation teaching and evaluation as a complement to patient contact experiences. Simulation is being used with a variety of subjects and concepts and with a wide range of student abilities and classifications. It has proven to be efficient and effective in these days of tight time schedules, "full" curricula, and crowded clinical facilities.