Student Identification and Demonstration of Caring Behaviors During Simulated Patient Experiences

Abstract

A quantitative descriptive study was conducted to explore whether prelicensure nursing students perceive opportunities exist to display caring behaviors during simulated patient experiences and self-identify demonstration of these behaviors. Also, exploration of the specific caring behaviors students demonstrate during simulated experiences was an aim. Findings indicate opportunities to display caring behaviors during simulation are noted by students, and these behaviors are demonstrated during simulated scenarios. Implications of findings for the design of simulation experiences for prelicensure nursing students as a supplement to traditional clinical learning experiences and for evaluation of learning in the affective domain in a simulated environment are noted.