Progressive Assessment and Competency Evaluation Framework for Integrating Simulation in Nurse Practitioner Education

Starkweather, Angela; Sargent, Lana; Nye, Carla; Albrecht, Tara; Cloutier, Rachel; Foster, Ashley

doi:10.1016/j.nurpra.2017.04.012

Cited by 12 publications

(9 citation statements)

References 14 publications

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“…Others, on the other hand, education policy evolve as narrow and elitist in pursuit of promoting excellence. A challenge currently facing NP education is the fact that programmes seek simultaneously to educate students to be safe practitioners at an advanced level [38] while also encouraging them to be highly autonomous pioneers with the ability to make a difference to the quality of patient care [39]. We argue that NP education should aim to level up differences in clinical competence in order to ensure that the NP role represents a sustainable standard that contributes to improvements in patient safety.…”

Section: Students With High and Low Clinical Competencementioning

confidence: 99%

Development of clinical competence – a longitudinal survey of nurse practitioner students

et al. 2021

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Background In order to achieve a sustainable standard of advanced clinical competence for nurse practitioners leading to a credible role, it is important to investigate the development of clinical competence among nurse practitioner students. Aim The aim of the present study is to analyse the development of nurse practitioner students’ self-assessed clinical competence from the beginning of their education to after completion of their clinical studies. Design The study involved the application of a longitudinal survey design adhering to STROBE guidelines. Methods The participants consisted of 36 registered nurses from a nurse practitioner programme at a Norwegian university. The Professional Nurse Self-Assessment Scale II was used for data collection during the period August 2015 to May 2020. Results The students developed their clinical competence the most for direct clinical practice. Our findings are inconclusive in terms of whether the students developed clinical competence regarding consultation, coaching and guidance, and collaboration. However, they do indicate a lack of development in some aspects of clinical leadership. The students with the lowest level of clinical competence developed their clinical competence regarding direct clinical practice significantly more than the students with the highest level of clinical competence. The differences between students with high and low levels of clinical competence were levelled out during their education. Thus, the students as a whole became a more homogenous group after completion of their clinical studies. Previous work experience in primary healthcare was a statistically significant, yet minor, predictor of the development of clinical competence. Conclusion Our findings indicate that the students developed their clinical competence for direct clinical practice in accordance with the intended learning outcomes of the university’s Master’s programme and international standards for nurse practitioners. It is imperative that the clinical field supports nurse practitioners by facilitating extended work-task fits that are appropriate to their newly developed clinical competence. We refrain from concluding with a recommendation that prior clinical work experience should be an entry requirement for nurse practitioner programmes. However, we recommend an evaluation of the nurse practitioner education programme with the aim of investigating whether the curriculum meets the academic standards of clinical leadership expected in advanced level of nursing.

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Section: Students With High and Low Clinical Competencementioning

confidence: 99%

Development of clinical competence – a longitudinal survey of nurse practitioner students

et al. 2021

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“…The ability to establish situations in which lesson scenarios can be conducted with a strictly defined educational goal is an important advantage of simulation. This, in turn, leads to mastery in a specific field and the verification or confirmation of students' skills and competences [14,15]. Simulation facilitates practising critical thinking and making clinical decisions in a simulated environment, which translates into improved skills which are desirable in a real environment [16].…”

Section: Resultsmentioning

confidence: 99%

“…Istotną zaletą symulacji jest możliwość zapewnienia sytuacji, w których można przeprowadzić scenariusze zajęć o ściśle określonym celu edukacyjnym, co w konsekwencji prowadzi do opanowania określonej wiedzy oraz zweryfikowania i ewentualnego potwierdzenia umiejętności i kompetencji studentów [13,14]. Symulacja zapewnia możliwość praktykowania krytycznego myślenia, a także podejmowania decyzji klinicznych w środowisku symulacyjnym, co przekłada się na doskonalenie umiejętności pożądanych w środowisku rzeczywistym [15].…”

Section: Cel Pracyunclassified

Medical simulation – innovation in nursing education

Girzelska

Guz

Nieckula

et al. 2019

Pielegniarstwo XXI Wieku / Nursing in the 21st Century

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Aim. Analysis of the impact of educational simulation on the level of knowledge, skills and competences of nursing students.Methods. The research used a non-systematic literature analysis method. Literature was classified for analysis, from which the contents on the impact of educational simulation on the education process of nursing students were selected. During the qualification of the magazines Google Scholar was used. Articles published in electronic databases were used: EBSCOhost, MEDLINE, ScienceDirect.Conclusions. Education conducted using educational simulation in nursing not only increases the level of knowledge, skills and competences of students but also increases the quality of patient care and their security.

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“…Given the lack of instructors, restrictions on patient access in clinical practice, and decreases in clinical field exposure [ 26 , 27 ], high-quality simulation education is critical to APN education. Education on case studies and objective structured clinical examination (OSCE) was reported by GNPs to be difficult to translate into actual performance [ 28 ]. Additional research investigations to confirm the transfer of knowledge, skills, and attitudes from simulation to the clinical field support the importance of simulation in APN education [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

Experiences of Advanced Health Assessment Simulation Based on the Education Needs of Gerontological Nurse Practitioner Students

Kim

Dan

2023

Healthcare

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There is an insufficient exploration of how simulation educational approaches improve the job performance of students in gerontological nurse practitioner (GNP) courses. To increase the effectiveness of simulation education in GNP courses, it is necessary to explore the advanced health assessment simulation curriculum. This study aimed to investigate GNP students’ educational experiences with the advanced health assessment simulation program by reflecting the needs of GNPs. A qualitative study design was employed for this study; focus group interviews were conducted among eight GNP students who participated in this simulation program. The focus group interview identified three theme clusters: ‘a high-fidelity simulator that reproduces a real-life setting’, ‘experience with standardized patients as a reference for normal older people’, and ‘application in the clinical field’. Through simulation education, GNP students were able to safely demonstrate knowledge and use what they learned for clinical practice. The development and utilization of simulation education for the GNP program would help to enhance the clinical competency of students.

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Progressive Assessment and Competency Evaluation Framework for Integrating Simulation in Nurse Practitioner Education

Cited by 12 publications

References 14 publications

Development of clinical competence – a longitudinal survey of nurse practitioner students

Development of clinical competence – a longitudinal survey of nurse practitioner students

Medical simulation – innovation in nursing education

Experiences of Advanced Health Assessment Simulation Based on the Education Needs of Gerontological Nurse Practitioner Students

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