Bachelor Of Nursing Research Articles

Curriculum development through understanding the student nurse experience of suicide intervention education – A phenomenographic study

Suicide remains a global public health issue and a major governmental concern. The World Health Organisation argues for continued investment in education for front-line professionals, with a particular focus on nurses, to address the rising suicide levels. Considering this rate, it could be argued that suicide has impacted on the lives of many, including the student nurse population. Understanding the psychological impact, and influence on learning, whilst developing suicide intervention knowledge is crucial. However, little is known of the student experience in this complex and challenging area of skills development. This phenomenographic study examines the experiences of second year Bachelor of Nursing (mental health) students who participated in the Applied Suicide Intervention Skills Training (ASIST). Experiences were illuminated through two focus groups, Experiences were distilled and categorised through hierarchically relationships to construct a group experiential field to illustrate understandings of the impact this approach has on learning Students found ASIST to be emotionally challenging yet an extremely positive experience through bonding, peer learning, and class cohesion. The supportive workshop facilitation was essential allowing for full immersion into role simulation thus developing student confidence. Appropriate pedagogy and student support must be considered whilst developing suicide intervention in the pre -registration curricula.

Identifying student knowledge and perception of what is valuable to professional practice: A mixed method study

Bachelor of Nursing programmes are designed to prepare Registered Nurses for professional practice. The Bachelor of Nursing curriculum under discussion was shaped by the conceptual framework of primary health care philosophy, including themes of social justice, Indigenous health, caring philosophy, and the advancement of the discipline through research, scholarship and application of nursing knowledge and evidence-based practice. This study was designed to identify what students and graduates found valuable in a Bachelor of Nursing curriculum conceptual framework and what value they placed on a conceptual framework and underpinning themes. A small study was designed to identify the student perceptions of themes which may be valuable to the new curriculum of the Bachelor of Nursing. A mixed methodology was selected as being appropriate to allow students to indicate the value that previous and completing students placed on each of these items and to explore their perceptions. The setting for this small study was a regional university in NSW, Australia. Previous and completing (final year) students were invited to complete the online survey and any who were willing to be interviewed were asked to provide their contact details. The research was conducted via a questionnaire through Survey Monkey, using a Likert scale and open responses and follow up interviews were conducted with willing participants. A total of 128 responses to the survey were received and ten were interviewed. Overall responses were positive. Students were aware of and valued all aspects of the current and proposed conceptual framework. There were some themes; however which were better understood than others. The majority of graduated students indicated that they were well prepared for the workforce. All aspects of the conceptual framework of the curriculum were valued by the majority of students.

Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties.

BackgroundVarious digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students’ acquisition of clinical competence.ObjectiveThis study aimed to understand the experience of undergraduate students across clinical disciplines—medicine, dentistry, and nursing—in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning.MethodsMid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong—Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups.ResultsAmong 439 respondents, 97.5% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0%) and dental students (43/96, 45%) having learned them this way (both P<.001). Three-quarters (341/439, 77.7%) of students accessed DLOs through public search engines, whereas 93.2% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7%), but rarely discussed them with teachers (54/436, 12.4%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10.ConclusionsSelf-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important supplement to their formal learning in the planned curriculum. This trend calls for a transformation of the educator’s role from dispensing knowledge to guidance and support.

Using the factors that have a positive impact on the retention of low socioeconomic students to prepare accelerated enrolled nurses for the science units of a nursing degree. A Practice Report

At a campus in a low socioeconomic (SES) area, our University allows enrolled nurses entry into the second year of a Bachelor of Nursing, but attrition is high. Using the factors, described by Yorke and Thomas (2003) to have a positive impact on the attrition of low SES students, we developed strategies to prepare the enrolled nurses for the pharmacology and bioscience units of a nursing degree with the aim of reducing their attrition. As a strategy, the introduction of review lectures of anatomy, physiology and microbiology, was associated with significantly reduced attrition rates. The subsequent introduction of a formative website activity of some basic concepts in bioscience and pharmacology, and a workshop addressing study skills and online resources, were associated with a further reduction in attrition rates of enrolled nursing students in a Bachelor of Nursing.

Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes

Student attrition from nursing programs impacts on sustainability of the profession. Factors associated with attrition include: lack of academic capital, extracurricular responsibilities, first generation tertiary students, and low socio-economic or traditionally underrepresented cultural background. Successful Australian government reforms designed to advance equity in higher education have increased student population diversity, which is accompanied by a rise in the incidence of risk factors for attrition (Benson, Heagney, Hewitt, Crosling, & Devos, 2013).This prospective study examined commencing nursing students in their first semester to track critical risk markers associated with attrition, and implemented timely interventions to support subject completion or enrolment perseverance in the event of subject failure. Students who attended orientation, accessed blended learning, attended early tutorials, submitted and passed first assessment items, and studied part-time were significantly more likely to pass the subject overall. Interventions based on good practice principles for student engagement and support resulted in increased retention.

Health and Working Conditions of Women Nursing Students

Objective: To identify health conditions of students in the undergraduate program in nursing working. Method: This is a descriptive study, conducted with the academic course of Bachelor of Nursing, with inclusion criteria work in the formal and informal ma...

Enhancing nursing students' understanding of threshold concepts through the use of digital stories and a virtual community called ‘Wiimali’

Wiimali is a dynamic virtual community developed in 2010 and first implemented into our Bachelor of Nursing (BN) program in 2011. The word Wiimali comes from the Gumiluraai Aboriginal language. Wiimali and the digital stories it comprises were designed to engage nursing students and enhance their understanding of the threshold concepts integral to safe and effective nursing practice.In this paper we illustrate some of the key features of Wiimali with web links to a virtual tour of the community and a selection of digital stories. We explain how this innovative educational approach has the potential to lead to transformative learning about concepts such as social justice, person-centred care and patient safety.Consistent feedback about Wiimali attests to the positive impact of this educational approach. Students have commented on how Wiimali caused them to think differently about the concepts of community and social justice; how it brings the health-related problems of community members to life; and how the digital stories enhance their learning about person-centred care and patient safety.

Ebola Virus Hemorrhagic Fever: A Simulation-Based Clinical Education Experience Designed for Senior Undergraduate Nursing Students

In light of the recent Ebola virus disease outbreak, the nursing faculty at Memorial University of Newfoundland, School of Nursing recognized the need to reassess and reinforce undergraduate nursing students’ knowledge and skills related to infection prevention and control precautions and the use of personal protective equipment (PPE). Senior nursing students may have a very limited role in the identification of an Ebola case, depending on clinical placement settings, but teaching them about the expanded precautions used in the care of Ebola cases can serve to reinforce understanding of principles, stimulate interest in infection control, and enhance technical skills that are transferable to other patients with infections. A simulation-based clinical education experience designed for senior students in their final year of studies in the Bachelor of Nursing (Collaborative) Program was developed using a step-wise approach and following the deteriorating patient scenario (DPS) method. The simulation has four implementation frames that are linked to the four key learning objectives, which include the following: (1) recognize Ebola virus disease compatible symptoms, (2) implement the guidelines for expanded isolation precautions to prevent the transmission of the Ebola virus, (3) demonstrate the proper sequence for donning and doffing personal protective equipment (PPE), and (4) remove risk for exposure to the Ebola virus through decontamination. The simulation experience concludes with a video-based debriefing that followed a modified rapid cycle deliberate practice method.

Survey of Australian Schools of Nursing Use of Human Patient (Mannequin) Simulation

Rapid adoption of high-fidelity human patient (mannequin) simulation has occurred in Australian Schools of Nursing in recent years, as it has internationally. This paper reports findings from a 2012 online survey of Australian Schools of Nursing and builds on findings of earlier studies. The survey design allowed direct comparison with a previous study from the USA but limited its scope to the pre-registration (pre-service Bachelor of Nursing) curriculum. It also included extra mental health specific questions. Australian patterns of adoption and application of high-fidelity human patient (mannequin) simulation in the pre-registration nursing curriculum share features with experiences reported in previous US and Australian surveys. A finding of interest in this survey was a small number of Schools of Nursing that reported no current use of high-fidelity human patient (mannequin) simulation and no plans to adopt it, in spite of a governmental capital funding support programme. In-line with prior surveys, mental health applications were meagre. There is an absence of clearly articulated learning theory underpinnings in the use of high-fidelity human patient (mannequin) simulation generally. It appears the first stage of implementation of high-fidelity human patient (mannequin) simulation into the pre-registration nursing curriculum has occurred and the adoption of this pedagogy is entering a new phase.

Learning clinical procedures through Internet visual resources: a qualitative study amongst undergraduate students.

Acquiring competency in performing clinical procedures is central to professional education of healthcare providers. Internet visual resources (IVR), defined as visual materials openly accessible on public websites, provides a new channel to learn clinical procedures. This qualitative study aimed to profile the experience and opinions of undergraduate students (in dentistry, medicine and nursing) in learning clinical procedures through IVR. From clinical degree programmes (Bachelor of Dental Surgery, Bachelor of Medicine, Bachelor of Surgery, and Bachelor of Nursing) of University of Hong Kong, 31 students were recruited to join six focus group discussions, which were transcribed and subjected to thematic analysis using inductive method, in which themes emerge from data. Students actively looked for IVRs through various means and used them for pre-clinical preparation, post-clinical revision, learning simple and advanced procedures, exploring alternative and updated techniques, and benchmarking against international peers. IVRs were valued for their visual stimulation, inclusion of a wide variety of real-life cases, convenience in access, user-friendliness and time-saving features. Students tended to share and discuss IVRs with their peers rather than with tutors, even when contents deviated from school teaching or faculty's e-learning materials. When doubts persisted, they chose to follow faculty guidelines for examination purpose. Students were frustrated sometimes by difficulties in judging the scientific quality, lack of immediate interactive discussions and loosely structured presentations in some IVRs. Teachers' attitudes towards IVR appeared to vary greatly. Despite the wide spectrum of experience and opinions, IVR was generally viewed by undergraduates from across clinical faculties as enhancing their clinical confidence and self-perceived competency, enriching their learning experience and serving as an important supplement to formal learning in the planned curriculum.

Improving academic success: Evaluation of the BN Transition to Clinical Practice Module

Objective: Bachelor of Nursing (BN) students are required to develop clinical knowledge, skills and attitudes for professional practice. The objectives of this project were to assess the challenges of adapting the Transition to Clinical Practice Module (TCPM) to the field of Nursing and to evaluate the impact of the TCPM on BN students’ confidence and knowledge for successful transition to clinical practice. Method: This study was a pre-intervention/post-intervention assessment (pre-post) methodology using a questionnaire specifically designed to evaluate and determine how well the student’s performance improved after attending the TCPM. Qualitative comments from participants were used to further evaluate data and provide ‘richer’ results. Results: There were three hundred and eighty (380) participants; eighty-two percent rated the program as better than expected, 16% rated it the same as expected and 2% less than expected. All said that in the pre-program they had expected more emphasis on areas of skills deficits in nursing, and post program 96% indicated that it had actually helped them to develop skills. Participants rated themselves as being more knowledgeable ( P < .01) and confident ( P < .01) post program in most areas except confidence with academic skills and accessing support services ( P < .05). Internal consistency for the 14-item scale was 0.92 (confidence), 0.86 (self-concept), 0.84 (communication) and 0.94 (knowledge) pre-program, and post program the internal consistency was 0.93 (confidence), 0.84 (self-concept), 0.86 (communication) and 0.90 (knowledge). Conclusion: This TCPM program can contribute positively to students’ transition to the academic and clinical demands of the BN. Therefore the TCPM is likely to positively influence a sense of value and identity within the nursing profession. It may ultimately lead to improved BN student retention rates.

Perspectiva profesionales para la especialización en enfermería nefrológica

(RD) 450/2005, de 22 de Abril sobre Especialidades de Enfermería, publicado el 6 de Mayo1, y algunas de las "maldades" clave que contenía este RD; y por las que desde esta tribuna he venido opinando, que la aspiración profesional de la enfermería nefrológica no va a venir por el desarrollo del actual Decreto de especialidades de enfermería. Cuando a la especialidad "hospitalaria" por excelencia, se le denominó Enfermero Especialista en Enfermería Médico-Quirúrgica, los responsables de su redacción (Ministerio de Educación) ya mostraron claramente que no iban a permitir que el tema se le fuera de las manos. En su momento adujeron, que esta denominación era la más homologable respecto a otros países. Nada mas lejos de la realidad, como ya se comentó en una editorial anterior2; era precisamente la denominación menos homologable con las especialidades existentes en el resto de países europeos, tal como pone de manifiesto el Libro Blanco del Titulo de Grado de Enfermería de la ANECA3, en el capítulo análisis de la situación de los estudios en Europa: de 15 países analizados, tan solo Portugal tiene una especialidad de Postgrado con dicha denominación. Con lo único que tenía correspondencia era con la materia Enfermería Médico-Quirúrgica de los planes de estudios de Diplomado en Enfermería, es decir, con las competencias generalistas. Por tanto, se intentaba crear algo así como la enfermera "súper-generalista", y de hecho, la Comisión Nacional de la citada especialidad elaboró un programa formativo, con un itinerario muy intenso, un recorrido por numerosas especialidades hospitalarias, una súper especialidad, que obviamente no llegó a ningún sitio. Por si acaso, del RD 450/2005, desaparecieron las Áreas de Capacitación Específicas, con lo cual se eliminó la posibilidad de desarrollo de Médico-Quirúrgica en diferentes áreas, como si recogía el anterior decreto de especialidades.

Objetos de aprendizaje como estrategia del proceso enseñanza aprendizaje del: “proceso atención de enfermería – etapa valoración"

Objetivo: Evaluar los objetos educacionales digitales en el proceso de enseñanza-aprendizaje de la etapa de valoración en los alumnos de primer semestre de la Licenciatura en Enfermería. Material y Métodos: Estudio longitudinal, prospectivo, cuasi-experimental con post - prueba únicamente y grupos intactos, se consideraron dos grupos de primer semestre de la Licenciatura en enfermería, con 31 alumnos respectivamente, se diseño el objeto de aprendizaje y se proporciono al grupo 1, en tanto al grupo 2 solamente se dio la clase presencial. Resultados Los promedios según en número de aciertos de la post - prueba no revelaron diferencia significativa en el aprendizaje después de la intervención. Sin embargo se destaca la flexibilidad del el acceso independiente en tiempo/lugar, libertad para decidir el mejor curso de aprendizaje y la semejanza con la realidad.&#x0D;

Does entry route really affect academic outcome? Academic achievement of traditional versus non traditional entrants to BN(Hons) pre-registration nursing programmes

International trends for pre-registration nurse education at degree level alongside ‘widening access’ initiatives mean that academic achievement of students entering via different educational routes is of interest to both higher and further education institutions. This article examines the academic achievement of students undertaking a Bachelor of Nursing (Hons) pre-registration nursing programme, in a UK higher education institution, who hold comparable Universities and Colleges Admission Service (UCAS) points that have been secured via different avenues. Students in the sample entered the programme via three routes, one ‘traditional’ and two ‘non- traditional’. Those entering via one of the ‘non-traditional’ routes (Business and Technology Education Council National Diploma) appear to achieve the highest degree classifications. Some findings corroborate previous research relating to equality of achievement between genders. However, it contradicts other literature in that outcomes are comparable across age ranges and social classes. Attrition was found to be more prevalent in those entering via the Access to Nursing/Healthcare route.

Career choices and destinations of rural nursing students undertaking single and double degrees in nursing

Objectives: To identify and compare the location and career preferences of students enrolled in single and transdisciplinary double degrees in a Bachelor of Nursing program at a rural university. To understand what influences and motivates students to enrol in a double degree program that includes nursing. Design: A cross-sectional cohort study using a semi structured survey. Setting: Charles Sturt University, Bathurst, New South Wales, Australia. Subjects: 209 undergraduate students in all years of the Bachelor of Nursing (BN), Bachelor of Nursing/Bachelor of Clinical Practice (Paramedic) (BN/BCP), and Bachelor of Nursing/Bachelor of Early Childhood Teaching (BN/BECT). programs. Main outcome measures: Demographics of participants; reasons double degree students enrolled in a nursing program; career location and career discipline preferences. Results: In 2008 the majority (70%) of students in all three groups were from rural areas, but double degree students came from a higher socio-economic background, were younger and were more likely to be male than single degree nursing students. They also had different motivating factors for enrolling and many did not prefer nursing as a career. 40% of BN, 45% of BN/BECT students and 28% of BN/BCP students preferred to work in a rural location for their graduate year. Conclusions: Students undertaking this rural based double degree nursing program are different to single degree nursing students in a number of important areas. The lack of interest in a nursing career and a rural location by over half of these students is concerning. Targeted strategies are needed to reverse this loss of potential nursing graduates.

Keeping the Flame Alight: Understanding and Enhancing Interest in Mental Health Nursing as a Career

Mental health nursing is not regarded favourably by most Bachelor of Nursing (BN) students as a desirable career option. However, little is known about what attracts those students who do become interested. The primary aim of the current study was to explore BN students' reasons for choosing to undertake the major in mental health nursing and the degree to which completing the subject: “Recovery for mental health nursing practice”, confirmed that interest or otherwise. A secondary aim was to examine their perceptions about the attitudes of others to their expressed interest in mental health nursing. A qualitative exploratory study was undertaken with undergraduate nursing students (BN) (n=12) enrolled in a major stream in mental health nursing. In-depth individual interviews were conducted primarily by telephone. Data were analysed using Colaizzi's steps to explicate the main themes. Two main themes emerged: Swimming against the tide – that's not real nursing, captures participants' experience of the negative attitudes of others to their interest in mental health nursing; and, creating and confirming an interest in mental health nursing, where participants discuss how their interest emerged and how it had been enhanced after completing the subject: Recovery for Mental Health Nursing Practice. Mental health nursing continues to be a stigmatised and undervalued profession both within nursing and the general public. Despite this, participants of this research were attracted to the specialty, and their interest was generally strengthened after completing the Recovery subject. Further research is required to examine the impact of being taught by an academic with lived experience on interest in mental health nursing as a career.

A whole-of-curriculum approach to improving nursing students' applied numeracy skills

Nursing students often perform poorly on numeracy tests. Whilst one-off interventions have been trialled with limited success, a whole-of-curriculum approach may provide a better means of improving applied numeracy skills. The objective of the study is to assess the efficacy of a whole-of-curriculum approach in improving nursing students' applied numeracy skills. Two cycles of assessment, implementation and evaluation of strategies were conducted following a high fail rate in the final applied numeracy examination in a Bachelor of Nursing (BN) programme. Strategies included an early diagnostic assessment followed by referral to remediation, setting the pass mark at 100% for each of six applied numeracy examinations across the programme, and employing a specialist mathematics teacher to provide consistent numeracy teaching. The setting of the study is one Australian university. 1035 second and third year nursing students enrolled in four clinical nursing courses (CNC III, CNC IV, CNC V and CNC VI) were included. Data on the percentage of students who obtained 100% in their applied numeracy examination in up to two attempts were collected from CNCs III, IV, V and VI between 2008 and 2011. A four by two χ(2) contingency table was used to determine if the differences in the proportion of students achieving 100% across two examination attempts in each CNC were significantly different between 2008 and 2011. The percentage of students who obtained 100% correct answers on the applied numeracy examinations was significantly higher in 2011 than in 2008 in CNC III (χ(2)=272, 3; p<0.001), IV (χ(2)=94.7, 3; p<0.001) and VI (χ(2)=76.3, 3; p<0.001). A whole-of-curriculum approach to developing applied numeracy skills in BN students resulted in a substantial improvement in these skills over four years.

Demographic and academic-related differences between standard-entry and graduate-entry nursing students: A prospective correlational survey

Students who enroll in graduate-entry nursing programs are described as more highly motivated, scoring higher in most learning strategies, and achieving greater academic success than standard-entry nursing students. A prospective correlational design was used to compare the demographic and academic-related characteristics of standard-entry and graduate-entry nursing students in their first year of study. Between 2007 and 2011, students enrolled in the Bachelor of Nursing, Standard Entry and the Bachelor Nursing, Graduate Entry at a large Australian university were surveyed in the first year of their program. Data included English-language usage and time spent in paid work, as well as four dimensions of Pintrich's Motivated Strategies for Learning Questionnaire. Survey data was linked to students' academic grades at the end of the semester. A total of 730 students completed the survey and consented to collection of their academic grades. Graduate-entry students were more likely to be older (28.6 vs. 24.3 years, P < 0.001), and there was a higher percentage of males (25.2% vs. 15.9%, P = 0.003). Although no difference was identified between groups for use of Extrinsic Goal Orientation as a learning strategy, the graduate-entry students were more likely to identify Peer Learning, Help Seeking and Critical Thinking as strategies for learning than the standard-entry students (P < 0.001). Further, while this group of students achieved a higher mean GPA (4.8 vs. 4.0, P < 0.001) compared to the standard-entry students, regression analyses revealed that in both groups, lower levels of English-language proficiency and increased time spent in paid work were predictors of poorer academic performance. Similar to US-based studies, demographic and academic-related differences were identified between standard-entry and graduate-entry nursing students. However, the study also highlights lower levels of English-language proficiency and increased time spent in paid work negatively impacted academic performance in both groups of nursing students.

Redesigning nursing tutorials for ESL students: A pilot study

Increased enrolments of Bachelor of Nursing (BN) students who speak English as a second language (ESL) can help create a multilingual and culturally diverse workforce that is better prepared to meet the needs of increasingly diverse health populations. However, although ESL enrolments are increasing, attrition rates for ESL students tend to be higher than those of native speakers of English, partly due to academic failure. At the same time, concerns have been expressed in some quarters about the low levels of English language of entering students. As it is unlikely that language entry levels to university will be raised, sustainable programmes that help ESL students better meet the academic challenges they may face need to be developed. So far, models of ESL support have been mostly an adjunct to their degree, voluntary and not well attended. This paper discusses a model using tutorials integrated into the first year nursing curriculum that were specifically designed for ESL students with low levels of English language proficiency. The paper also examines students’ perceptions of such tutorials, which they found beneficial to their learning.

Gestión curricular: la experiencia de la Licenciatura en Enfermería de la Universidad de Costa Rica

Se presenta en este documento los resultados del tercer objetivo de la investigación titulada Análisis del Plan deEstudios de la Licenciatura en Enfermeria de la Universidad de Costa Rica. Este objetivo redunda en la estructura de la gestión curricular del plan en mención. Participaron en este proceso todos los docentes de la Escuela de Enfermería, docentes de servicio, estudiantes de quinto año de la Licenciatura, egresados y empleadores en el año 2011-2012. Se desarrolló un enfoque mixto, con un diseño paralelo. Para la recolección de información, se utilizaron técnicas orales y documentales, instrumentos como cuestionarios y entrevistas semiestructuradas a docentes, estudiantes y empleadores, así como la revisión de los documentos del diseño curricular del plan de estudios, Las variables analizadas para el tercer objetivo fueron suficiencia e idoneidad del personal docente, suficiencia en la infraestructura y suficiencia e idoneidad de los campos clínicos. Se destacó entre los resultados que la gestión curricular del plan de estudios fue valorada en términos generales de manera satisfactoria en todos sus rubros; lo que conlleva a impulsar el mejoramiento y la calidad en la formación de los y las profesionales en Enfermería. Se concluye que existe suficiencia e idoneidad de los y las docentes de la escuela de Enfermería y el programa de desarrollo del personal docente es una acción positiva en este sentido. La Infraestructura de la planta física aun no cumple con las expectativas de docentes y estudiantes. Por último, la restricción en el número de estudiantes que se aceptan por campo clínico según el actual Convenio CCSS-UCR y la cantidad de estudiantes que admite la unidad académica anualmente hace que sean insuficientes por lo que al incorporar la simulación clínica el estudiantado logra aprovechar al máximo las experiencias de aprendizaje en los servicios de salud.