Effect of simulation on student clinical judgement and clinical practice

Abstract

The use of human patient simulation in nursing education will never fully replace real contextual patient care experience. However, it may assist nursing programs which have incorporated this technology into the curriculum to improve learning and development of clinical judgment development (Lasater, 2007a). This will be a partial replication of Dillard’s (2009) study. The purpose of this study is to apply the use of Lasater’s clinical judgment rubric in the evaluation of students clinical judgment while using simulation; evaluate student learning post simulation; and document student and faculty perceptions of the impact of simulation on clinical practice. Tanner’s clinical judgment model will form the theoretical framework for the study. The sample will consist of 50 nursing students in their junior year. Findings will provide information.