The purpose of this study is to implement and evaluate a clinical teaching model design that will assist with the increase in student enrollment, the limitation of clinical teaching sites, and limited number of nursing faculty. Another purpose is to explore nursing students’ perceptions on intra-professional simulations.
The participants of the study are junior and senior level college nursing students enrolled in Medical-Surgical and Management clinicals at Indiana University of Pennsylvania. Students attend three different simulation rotations during the Fall 2015 and Spring 2016 semesters. Each rotation on these days encompasses four different simulations. Simulation experiences focus on medical-surgical, critical care, management, and leadership concepts. At the end of each simulation scenario, the students participate in a debriefing sessions. At the end of each simulation day, students answer NCLEX style review questions related to the topics used in the simulations. Following each simulation rotation, students are asked to complete a survey related to the simulation experience with a focus on the collaboration between the different levels of nursing.
This is an ongoing study and data has not been analyzed yet. However, positive comments have been made regarding this clinical teaching model. The goal of the clinical teaching model is to promote collaboration, teamwork, development of communication and leadership skills, delegation, and prioritization of care.