University of North Carolina Wilmington, Wilmington, North Carolina.
J Am Assoc Nurse Pract. 2024 Sep 1;36(9):477-485. doi: 10.1097/JXX.0000000000001035.
Simulation has been shown to improve communication and psychometric skills in advanced practice nursing students. Little is known about the impact of a simulation educational intervention with a faculty-facilitated debriefing on the preparation of novice nurse practitioner students for their first clinical practicum. This article describes the development of an educational intervention to accomplish this. The simulation education intervention was implemented with preclinical nurse practitioner students designed to improve their preparation for their first precepted clinical experience. Students were surveyed preintervention and postintervention to explore their self-perception of confidence and preparation for clinicals looking at six domains: health history, physical examination, diagnostics, differentials, final diagnosis, and plan of care. Quantitative results were statistically significant for each domain. Qualitative findings gave deeper insight into the students' perceptions of how the intervention prepared them for clinicals. Advanced practice educators can use educational interventions such as this to prepare students for their first clinical practicums.
模拟教学已被证明可以提高高级实践护理学生的沟通和心理测量技能。但是，对于模拟教育干预措施（包括教师指导的讨论）对新手护士从业者学生为其第一次临床实习所做的准备的影响，我们知之甚少。本文介绍了开发教育干预措施以实现这一目标的过程。该模拟教育干预措施是为提高临床前护士从业者学生的准备情况而设计的，目的是为他们的第一次指导临床经验做准备。在干预之前和之后对学生进行了调查，以探讨他们对六个领域的临床准备情况的自我认知和信心：健康史、体检、诊断、鉴别诊断、最终诊断和护理计划。每个领域的定量结果均具有统计学意义。定性结果更深入地了解了学生对干预措施如何为他们的临床实践做准备的看法。高级实践教育者可以使用这种教育干预措施来为学生的第一次临床实习做准备。
