Jul 2026· Nursing children and young people· 0 citations· 20 references
Medicine
TL;DR
The findings show that using children as simulated patients can enrich students' practice learning, foster the development of a professional identity and help prepare them for practice.
Abstract
Simulation can enhance nursing students' education by providing real-world practice learning experiences. However, finding opportunities for children's nursing students to work with children as simulated patients can be challenging due to safeguarding and consent issues and practical difficulties. This article details the evaluation of a pilot simulation session which involved 59 first-year preregistration children's nursing students practising physiological assessments and communication skills with 59 primary school children. After the session, which took place at the children's school, the students were asked to complete a survey. The vast majority of respondents thought that the simulation activity had enhanced their skills and confidence for their forthcoming first clinical placement. The children rated their experience using an adapted 'smiley faces' scale and their feedback was overwhelmingly positive. The findings show that using children as simulated patients can enrich students' practice learning, foster the development of a professional identity and help prepare them for practice.
RATIONALE AND KEY POINTS
Simulation-based education is an increasingly integral part of preregistration nurse education. Indeed, in the UK, the Nursing and Midwifery Council (NMC) allows up to 600 hours of simulated practice learning to count towards nursing students' and nursing associate students' total practice learning hours. However, students can sometimes feel anxious about participating in simulation activities, which can have an adverse effect on their learning experience. • Preparation before participating in a simulation activity can help to mitigate feelings of anxiety and enable students to better engage with the activity. • Simulation facilitators should seek to create a psychologically safe environment for students, in which they feel able to express their ideas and concerns openly, ask questions, make mistakes and challenge others without fear. • The simulation pre-brief is a vital aspect of simulation-based education, providing an opportunity for students to clarify what will be expected of them during the activity. • Debriefing is also a critical component of simulation learning and can support students' psychological safety by providing a structured way of reflecting on their experiences, sharing insights and receiving constructive feedback on their performance.
REFLECTIVE ACTIVITY
How to articles can help to update your practice and ensure it remains evidence-based. Apply this article to your practice. Reflect on and write a short account of: • How this article might enhance your experience of participating in a simulation activity. • How you could use this information to assist others in preparing to participate in a simulation activity.
This study underscores the significant role of SBE in preparing students for real-world clinical challenges and advocates for its broader adoption in nursing and midwifery curricula across Malawi to strengthen health-care education and service delivery.
M. Msiska, P. Mapulanga, A. Msosa et al.· Creative Nursing· 0 citations
BACKGROUND
The National Council of State Boards of Nursing recommends that high-quality simulation can replace up to 50% of traditional clinical hours; yet, little is known about nursing students' perceptions of this guideline.
PURPOSE
This study explored student perceptions of replacing traditional clinical hours with simulation to inform curriculum planning and clinical education.
METHOD
A descriptive cross-sectional survey examined students' understanding and perceptions of simulation as a replacement for traditional clinical hours. Quantitative findings and qualitative responses were considered together to identify patterns in students' perceptions.
RESULTS
Most students supported limited to moderate replacement of traditional clinical hours with simulation. Reported advantages included improved clinical judgment and reflection, efficiency, a controlled learning environment, and targeted skill development. Disadvantages included a lack of authenticity, limited professional identity development, and performance anxiety.
CONCLUSION
Student perceptions suggest that simulation and traditional clinical experiences each contribute unique learning opportunities, supporting the integration of both throughout the nursing curriculum.
AIM
The primary outcome of this study was pediatric nursing competency following simulation-based laboratory practice in the pediatric nursing course, while the secondary outcomes included clinical worry and comfort, medication self-efficacy and knowledge related to vital signs assessment.
BACKGROUND
Simulation-based education provides nursing students with structured clinical experience in a safe, controlled environment. The quality and effectiveness of education are crucial to training competent professionals with theoretical knowledge and professional skills in pediatric nursing.
DESIGN
A pre-test and post-test, randomized controlled trial.
METHODS
The study was conducted in the nursing department of a university in northern Turkey during the 2023-2024 academic year. A total of 120 third-year nursing students were randomly assigned to either the experimental group (n = 60) or the control group (n = 60). Students in the experimental group received a two-day (16-hour) simulation-based pediatric nursing laboratory program, while the control group received a traditional laboratory education of equal duration.
RESULTS
No statistically significant between-group differences were observed in scale scores at baseline, post-intervention, or 2-month follow-up assessments. However, both groups demonstrated statistically significant improvements over time in several outcomes (p < 0.05), although these improvements were not consistently greater in the experimental group.
CONCLUSION
Simulation-based pediatric nursing laboratory education may be associated with improved clinical competence, self-efficacy and clinical comfort and reduced worry among nursing students; however, the findings should be interpreted cautiously given the limited between-group differences.
Merve Koyun, Hatice Uzşen, E. Buyuk· Nurse Education in Practice· 0 citations
Simulation in healthcare education encompasses a broad range of approaches, from tabletop exercises to the use of sophisticated computer-controlled manikins that mimic the physical appearance and physiological parameters of human beings. The use of simulated or standardized patients (SPs) in healthcare education is not new; however, it has evolved significantly over the past decade, particularly following the publication of the Association of Standardized Patient Educators' Standards in 2017. These standards complement a regularly updated series of best practice standards published by the International Nursing Association for Clinical Simulation and Learning, which aim to provide evidence-based guidelines to improve simulation delivery methods, ensure high-quality learner experiences, and promote the adoption of up-to-date operational procedures. Despite increasing adoption, there remains limited consolidated guidance specific to pediatric emergency contexts, which this paper aims to address.
An area related to the use of SPs that remains controversial is the involvement of minors in an educational context. This narrative review synthesizes current literature and guidelines to examine the use of child and adolescent simulated patients (CASPs) in pediatric emergency medicine education, as well as their benefits and potential risks. It is recognized that the repetitive portrayal of certain medical conditions may have negative psychological or physical effects on children, and therefore, their involvement as SPs must be carefully considered. Specific measures should be implemented to protect young SPs and to prevent any adverse impact related to the roles they portray or the interactions they have with learners.
The use of CASPs requires structured governance frameworks, age-appropriate role design, and formal safeguarding mechanisms to ensure ethical and effective integration. These recommendations extend beyond pediatric emergency medicine to other simulation-based educational contexts.
Anan K. Al Badawi, N. Alinier, Bahaeddin Tomeh et al.· Panorama of Emergency Medici...· 1 citation
ABSTRACT
New graduate nurse practitioners often encounter a significant gap between theoretical classroom learning and the realities of clinical practice, with many experiencing challenges in translating didactic knowledge into hands-on patient care. This pilot project explored the effect of a standardized patient simulation-based experience on Doctor of Nursing Practice adult-gerontology primary care nurse practitioner students' self-confidence, self-efficacy, and clinical performance within a primary care setting. Eleven students completed a quasi-experimental pretest and posttest study, including focused standardized patient simulation-based experience participation and reflective review. Statistically significant improvements were seen in 14 of 23 measures on the National League for Nursing-Student Satisfaction and Self-Confidence in Learning Scale, specifically regarding geriatric patient assessment, diagnostic reasoning, physical examination, care planning, and resource awareness. Students' reflective narratives reinforced these findings, citing increased confidence in clinical skills and highlighting areas for further growth. Although some aspects, such as stress management and advocacy for care plans, did not improve, simulation provided meaningful opportunities for skill development and transition preparation. Immediate debriefing and video reflection were noted as valuable for learning and anxiety reduction. These findings suggest that focused simulation can foster self-efficacy and competence in new nurse practitioners and should be broadly considered in graduate nursing education. Further research across diverse populations and institutions is recommended to strengthen the case for widespread simulation integration in nurse practitioner programs.
Rachel Hetzner, Megan Keiser, C. Turkelson· Journal of the American Asso...· 0 citations
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