Expanding nursing simulation programs with a standardized patient protocol on therapeutic communication.

Simulation is used with greater frequency by nursing programs to strengthen the learning process of student nurses. Best practices suggest active learning with the addition of standardized patients engages the student in realistic lifelike scenario. Therefore, the aim of the research study was to have nursing student's self-evaluate classroom learned communication skills through practical application on a standardized mental health patient simulated scenario. Undergraduate nursing students registered for three successive mental health nursing courses during one academic year were recruited. A self-reported pre/post survey measured the nursing student's level of confidence of learned therapeutic communication skills, preparation to engage their skills in clinical experience, and satisfaction with the standardized patient simulated experience. The self-reported online pre/post questionnaire return rate was 72.5% (N-116). The pre/post results suggest the standardized simulated experience enhanced nursing student confidence  p < .001; the nursing students felt prepared for clinical as noted by the mean score of 7.78 of 10 and overall were satisfied with the simulation process with a mean score of 8.04 of 10. The addition of the standardized patient in a mental health simulated experience promoted an active learning environment that highlighted individualized confidence in therapeutic communication skills through a realistic application process.

Computer-based simulation: Effective tool or hindrance for undergraduate nursing students?

BACKGROUND: Undergraduate nursing programs continuously strive to improve student learning outcomes within the simulation lab experience. As a result, simulation labs are evaluating computer-based simulation programs to engage the millennial student learner. OBJECTIVE: Examine undergraduate nursing student perceptions and experiences when given a computer-based simulation program as a preparation prior to their simulated lab experience. METHODS: A mixed method strategy was used to evaluate the data. Eighty-two senior undergraduate nursing students voluntarily participated in the study and completed the preparation program prior to the students' simulated lab experience. Measures included a retrospective/pretest survey of past simulated experience and posttest survey with focus groups, after the first and last simulation debriefing of the semester. Quantitative and qualitative data were collected and evaluated as separate perspectives and then merged. RESULTS: Analysis of the numeric data suggested the introductory program positively enhanced learning. Narrative data elicited six themes: improved prioritization, role modeled nursing care, individualized preparedness, engaged critical thinking, decreased level of anxiety and increased confidence in the lab. Quantitative and qualitative perspectives suggested that reinforcement of learned concepts through the computer-based simulation scenarios were central to positive student performance during the simulation lab experience. CONCLUSION: Preparatory computer-based simulation programs improved simulation lab experiences by encouraging individualization of student learning and was found to be an effective marker to improve student learning.