The Relationship between Standardized Test Scores and Clinical Performance

Abstract

BackgroundsWith the increasing use of simulation in nursing education and a growing acceptance of simulation as a component of student’s clinical experiences, there is a need to provide evidence of a relationship between knowledge, performance in simulated task environments, and actual clinical performance. MethodsThis study used a pre/post test design to examine the relationship between standardized test scores and performance in real-time and simulated critical care settings. Performance in a simulated task environment and scores on standardized tests were examined before and after a 4-week critical care experience in a group of senior nursing students. ResultsFindings from the study demonstrate statistically significant relationships among the three variables. ConclusionsFindings from the study provide evidence for the effectiveness of simulated scenarios as a means to assess clinical performance and to differentiate between high- and low-performing students.