Abstract
As a practice profession, the clinical learning experience is an essential component of nursing education. Despite the importance of clinical education, students often describe the initial clinical experience as stressful and anxiety provoking. High levels of stress and anxiety can impede students' ability to learn. Students who have a negative initial clinical experience may choose to leave nursing education, perpetuating the nursing shortage. Educators need evidence-based teaching strategies to facilitate a successful transition for beginning nursing students as they move from the classroom to the initial clinical experience. Will the use of a simulated clinical experience, utilizing standardized patients, prior to the initial clinical experience decrease students' anxiety, increase students' confidence, and increase students' clinical competency once they enter the actual clinical environment?
Sigma Membership
Rho Theta
Type
DNP Capstone Project
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Mixed/Multi Method Research
Keywords:
Simulation, Standardized Patients, Clinical Learning, Transitions, Beginning Nursing Students, Teaching Strategies
Advisor
Constance F. Swenty
Degree
DNP
Degree Grantor
University of Southern Indiana
Degree Year
2016
Recommended Citation
Hart, Julie A. and Swenty, Constance F., "The use of simulation to facilitate a successful transition from classroom to initial clinical experience" (2016). DNP and Student Works. 255.
https://www.sigmarepository.org/dnps/255
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
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
Peer-review: Single Blind
Acquisition
Self-submission
Date of Issue
2016-03-08
Full Text of Presentation
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