Replacing the Pediatric Traditional Clinical Experience with High-Fidelity Simulation in an Associate Degree Nursing Program

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: The lack of access for the traditional clinical experience for nursing students, especially those in an Associate Degree nursing program, and the projected shortage of nursing faculty to....
• 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

The lack of access for the traditional clinical experience for nursing students, especially those in an Associate Degree nursing program, and the projected shortage of nursing faculty to educate nursing students in the clinical setting, fosters the utilization of different educational methodologies. The purpose of this action research study was to compare and assess the traditional clinical experience with high-fidelity simulation and evaluate the effectiveness of high-fidelity simulation as a replacement for the traditional clinical experience. The National League for Nursing (NLN) recognizes simulation as a teaching methodology in nursing education. Each State Board of Nursing (BON) contends that the use of simulation in replacement of the traditional clinical experience promotes enhanced learning and alleviates the limitation to traditional clinical placement. Jeffries (2005) simulation framework is the most notable nursing theory developed in simulation-based education. Simulation has transcended to the virtual world. Virtual Simulation (vSim) for Nursing offers online patient simulation scenarios (Jeffries, 2016). The Clinical Learning Environment Comparison Survey 2.0© (CLECS 2.0) was utilized to compare the traditional clinical experience with high-fidelity simulation and virtual simulation, evaluating how effectively the three environments meet the nursing students learning needs (Leighton et al., 2020). [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: The lack of access for the traditional clinical experience for nursing students, especially those in an Associate Degree nursing program, and the projected shortage of nursing faculty to....
• 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 "Replacing the Pediatric Traditional Clinical Experience with High-Fidelity Simulation in an Associate Degree Nursing Program" 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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