Bridging the Gap in Student Learning Through Simulation Immersion Mapped to Curriculum Content

Purpose: Faculty identified gaps in BSN student knowledge utilizing course exams and standardized testing scores throughout the nursing curriculum. Evidence shows that didactic teaching methods alone do not adequately prepare students for clinical or nursing knowledge retention (Merriman, Stayt, & Ricketts, 2014). Simulation is an educational alternative that can effectively bridge the gaps between didactic learning and clinical practice and improve student knowledge using technology (Pinar, Abay, & Akalin, 2016a). The best educational practice is to include a variety of methods that actively involve and engage students to collaborate (Parker, McNeill, & Howard, 2015). Research shows that the use of simulation is one method that positively impacts standardized test scores (Sarasnick, Pyo, & Draper, 2017). Based on the data collected, faculty from the medical-surgical and community health courses created an innovative strategy for implementing a simulation immersion following the presentation of didactic content in each course. The simulations allowed students the opportunity to fully explore topics identified as knowledge gaps in the curriculum. The simulation immersion occurred prior to content exams, standardized testing, and clinical experience in each course.

Methods: This project was implemented at one university from September 2017 to April 2019 and included only the Medical-Surgical and Community & Public Health courses. Simulation can enhance student learning, skill, and confidence surrounding topics found in clinical practice (Pinar, Akalin, & Abay, 2016b). Providing opportunities for students to practice what they learn didactically improves critical thinking and reasoning and allows students to learn from their mistakes (Scherer, Foltz-Ramos, Fabry, & Ying-Yu, 2016). Post simulation data collection included course exam scores, standardized testing scores, student and faculty simulation evaluations, and clinical evaluations.

Results: The data collected post project implementation showed improved didactic and standardized testing scores, as well as positive feedback from clinical faculty on the preparedness of students for the clinical rotation. Evidence shows that knowledge retention increases for those in the simulation as well as those who observed the simulation (Scherer et al, 2016). Based on improved exam scores, standardized scores, and Socratic student feedback, the project will be integrated across the curriculum.

Conclusion: Educators are tasked with thinking outside the box and utilize innovative teaching strategies and technology to increase student knowledge. Case studies and simulation mimic patient situations that students can experience, thus increase their retention of nursing care concepts (Sarasnick et al., 2017). Evidence shows that knowledge retention increases for those in the simulation as well as those who observed the simulation (Scherer et al, 2016). Nurse educators have the opportunity to integrate simulation and didactic components throughout the curriculum to improve nursing knowledge among students. Research shows that simulation increases confidence, problem solving, clinical judgement, and learning transfer to clinical and testing (Merriman et al., 2014). Utilizing technology to incorporating simulation across the didactic curriculum prior to exams, has the potential to link theory to practice and improve critical thinking skills, as well as prepare students for success on the NCLEX exam.