Abstract
Simulation in undergraduate nursing curriculum has been identified as an effective and safe substitution for the traditional clinical experience; however, graduate nurse education programs could not substitute clinical hours with simulation-based education. These clinical hours required NP students to provide direct face-to-face patient care. Simulation had wide variability in the number of hours utilized within each specialty. NONPF discussed the use of simulation, as it pertains to the curriculum of the NP student on more than one occasion and concluded its impact on NP education was a potential alternative to traditional clinical experiences. Studies indicated that graduate nursing students enjoy simulation, but few studies showed efficacy of simulation as an alternative to the clinical experience at the graduate level and often lacked rigor.
Sigma Membership
Iota Upsilon at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Simulation, Nursing Curriculum, Nursing Students
Advisor
Suzie Kardong-Edgren
Second Advisor
Barbara Aronson
Third Advisor
Laura Andrews
Degree
PhD
Degree Grantor
Southern Connecticut State University
Degree Year
2022
Recommended Citation
Strong, Virginia, "Perceptions of graduate nurse practitioner faculty on the use of simulation in lieu of traditional clinical hours" (2024). Dissertations. 336.
https://www.sigmarepository.org/dissertations/336
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-07-23
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30242261; ProQuest document ID: 2798941802. The author still retains copyright.