Simulation as a Strategy to Teach Clinical Pediatrics Within a Nursing Curriculum

An exploratory study of communication, collaboration, confidence, learning opportunity, and error recognition in a sample of second-semester, Junior-level baccalaureate nursing students in their pediatric rotation found no change over time in students' perceptions of their confidence in collaboration or assessment skills, or in their learning opportunity.

Abstract

Background This article describes an exploratory study of communication, collaboration, confidence, learning opportunity, and error recognition in a sample of second-semester, Junior-level baccalaureate nursing students in their pediatric rotation. Methods Forty-seven students responded to a four-point questionnaire after each of four simulated case-study experiences (T1-T4). Three open-ended questions were asked. Results Of the ten questions surveyed, the difference in ability to recognize medical error was statistically significant. The open-ended questions revealed an increase in overall self-confidence. Conclusion Of the constructs measured, the ability to recognize medical error was achieved via the case studies presented to the students. There was no change over time in the students' perceptions of their confidence in collaboration or assessment skills, or in their learning opportunity.