A Mixed Methods Study Comparing Nursing Preceptored Clinical Learning Experiences and Nursing Simulation Clinical Learning Experiences of Nursing Students in a Midwest Community College

Student takeaways

Key Takeaways

• The source frames clinical simulation as the central nursing learning or practice issue.
• The record identifies the design as dissertations/theses - doctoral dissertations, which should guide appraisal questions.
• The available abstract indicates: Among schools of nursing nationwide, the competition for clinical sites, and insufficient numbers of nurse preceptors led nursing schools to turn away thousands of qualified applicants.....
• Country provenance is weak, so students should avoid assuming local transferability.
• Any application to practice should be checked against the original article, local guidelines, and the limits reported by the authors.

Source abstract

Study Overview

Among schools of nursing nationwide, the competition for clinical sites, and insufficient numbers of nurse preceptors led nursing schools to turn away thousands of qualified applicants. Due to a shortage of clinical sites, shortage of nurse preceptors, and an increase in simulation technology, nursing schools used simulation clinical in place of traditional clinical experiences. Much of the literature supported using simulation as a replacement for traditional clinical hours. The literature discussed a gap in transition to practice from student nurse to professional nurse and pointed to safety issues as the highest concern in practice settings. One Midwest community college faced the challenge of finding qualified nurse preceptors for senior nursing students to participate in traditional preceptored clinical experiences. The community college operated nursing schools on two campuses. One campus replaced the traditional preceptored clinical with simulation clinical experiences. The second campus continued the preceptored clinical experience. The researcher proposed a mixed-methods study to compare the nursing preceptored clinical learning experience to the nursing simulation clinical learning experience. First, the researcher utilized standardized nursing pre- and post-test exams, second the researcher utilized an andragogical assessment instrument seeking insights into students' beliefs, feelings, and behaviors during their participation in the clinical practicum experience. And, third the researcher interviewed students to explore issues, to examine use of andragogical principles, and to gain students' perspectives of the two types of clinical practicums. The data results from the standardized test showed a bias due to a difference in post-test policies on the two college campuses. The test data could not be used to compare the two practicum experiences, but proved useful for analysis of individual student data and standardized test policy changes. The assessment instrument revealed the simulation clinical experience scored higher on experience-based learning techniques/ learner centered learning processes. The key data from the student interviews revealed the simulation clinical experience provided students an opportunity to make clinical decisions on their own without the safety net of a preceptor or faculty. Recommendations within the study addressed implementing simulation clinical learning experiences to replace preceptored clinical learning experiences for senior nursing students' final clinical practicum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Study type: Dissertations/Theses - Doctoral Dissertations

Evidence appraisal

Main Findings

• The source frames clinical simulation as the central nursing learning or practice issue.
• The record identifies the design as dissertations/theses - doctoral dissertations, which should guide appraisal questions.
• The available abstract indicates: Among schools of nursing nationwide, the competition for clinical sites, and insufficient numbers of nurse preceptors led nursing schools to turn away thousands of qualified applicants.....
• Country provenance is weak, so students should avoid assuming local transferability.
• Any application to practice should be checked against the original article, local guidelines, and the limits reported by the authors.

Practice transfer

Clinical Relevance

• Clinically, the article can support discussion about judgment under uncertainty, preparation for practice, and reflective debriefing.
• Use the article to ask how clinical simulation evidence would fit local resources, patient needs, and nursing scope of practice.
• Ask students to separate source-reported findings from classroom interpretation before recommending practice changes.
• Use the rights and source notes to model responsible access, citation, and reuse of research material.
• Match appraisal questions to the dissertations/theses - doctoral dissertations design.

Critical appraisal

Limitations

• The generated summary is still limited by the abstract and metadata available to the database.
• Country provenance is weak, limiting assumptions about local applicability.
• Access and license metadata may change; verify current source terms before reuse.

Classroom use

Discussion Questions

• What research question does "A Mixed Methods Study Comparing Nursing Preceptored Clinical Learning Experiences and Nursing Simulation Clinical Learning Experiences of Nursing Students in a Midwest Community College" appear to address, and what source metadata supports that interpretation?
• How does the dissertations/theses - doctoral dissertations shape the appraisal questions students should ask?
• Which details from the original article would you need before applying this evidence to clinical simulation practice?
• What claims can be supported from the abstract alone, and what claims require full-text verification?
• How does weak country provenance affect transferability?
• What patient safety, equity, or workflow issues should be considered before practice application?
• How would you explain the article's relevance to a patient, family member, or interprofessional colleague in plain language?
• Which limitations should appear in an assignment summary to avoid overstating the evidence?
• How does this article connect with course concepts, clinical placement experiences, or evidence-based practice frameworks?
• What follow-up source would you search for next to confirm or challenge this article?

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