Background: Nursing students need to be socialized in caring behaviors as evidenced by patient care that is attentive, competent, responsible, and responsive to the care received by the patient. The effect of clinical simulation as pedagogical praxis for defining and promoting caring behaviors at one of three different time points in a first semester medical surgical course: either at the beginning, middle, or end of an eight-week medical-surgical clinical rotation, remains a relatively unexplored subject. Methods: This study utilized pre-collected data, cleansed of all identifiers, from a parent project with first semester Associate Degree Nursing (ADN) students. A comparative and descriptive research design with qualitative thematic analysis was conducted to compare student self-ratings of caring behaviors before and after participating in a structured clinical simulation at one of three different time points: either at the beginning, middle, or end of an eight-week medical-surgical clinical rotation. The study was conducted in a simulation laboratory at a two-year ADN program at a community college in Southern California. Criteria for inclusion of subjects included matriculation at the community college with registration and attendance in all first semester nursing courses. Inferential and descriptive statistics were conducted using IBM SPSS version 22. Results: Findings from the quantitative and qualitative data supported placing simulation at the beginning of a medical-surgical course in promoting clinical confidence and professional caring behaviors in students. Students' self-rated caring behaviors related to Tronto's (1998) operational definitions of responsibility, competence, and responsiveness to the care received by the patient, demonstrated statistical significance (p

Nursing educators are increasingly utilizing high-fidelity simulation to provide realistic educational experiences to prepare students to enter the workforce. High-fidelity simulation is utilized with the belief when students encounter real-life patients they will be more confident in their ability to care for them. This quantitative study examined the effects of high-fidelity simulation on senior nursing students perceived self-efficacy and perceived practice readiness. The sample (N=48) consisted of senior associate degree nursing students at a community college in the Southeast. The findings showed high-fidelity simulation had a positive effect on students perceived self-efficacy and perceived practice readiness at certain points in the study, while other times not demonstrating a positive correlation. Implications for use of simulation as a teaching strategy in nursing education and recommendations for future research were proposed.

As simulated learning experiences are increasingly used in healthcare education to enhance student engagement and experience, Clinical Simulation for Healthcare Professionals serves as a resource for the utility, design, and implementation of simulation-based education in occupational therapy, physical therapy, speech-language pathology, and nursing. Using best practice methods, academic and clinical rehabilitation professionals of all levels will learn how to design and implement clinical simulations. These can be used as a tool for education, assessment, research, and skills integration. Written by Drs. Audrey Zapletal, Joanne Baird, Jean Prast, Maureen Hoppe, Tracy Van Oss, and Adel Herge, Clinical Simulation for Healthcare Professionals provides comprehensive information about commonly used simulation methods including high and low technology simulations, simulated patients, task trainers, and role play. Also included are step-by-step instructions for how to build simulation experiences in a variety of settings and for various learning and teaching needs. How-to information assists instructors who want to develop and integrate simulation-based education into a new or existing curriculum. The example simulations inside represent an array of different practice and focus uses. Each stage of the simulation is addressed from creation to learning assessment to debriefing. Simulation integrates the worlds of education, health professions, and the performing arts within a singular enriching experience. Clinical Simulation for Healthcare Professionals fulfills a need for educators looking to develop the skills needed to create complex and dynamic learning environments.

The use of human patient simulation [HPS] training in nursing programs has become more popular as the nursing profession recognizes the value of the simulation environment in lieu of adequate clinical opportunities. Although simulation training has been used in nursing since the 1950s, the advent of high-fidelity mannequins allows nursing programs to teach patient care utilizing the latest technology. Students can apply their theoretical knowledge at bedside in a realistic and safe environment without the anxiety of doing harm to a live patient. This study examines the effectiveness of one community college nursing program's simulation laboratory on skill acquisition and student satisfaction. Practical nursing students and first-year Associate Degree nursing students are evaluated using a specific patient scenario, grading rubric, observation and skill satisfaction survey.