Aug 2026· Journal of Acute Care Physical Therapy· 0 citations· 21 references
TL;DR
Progressively complex SBE may improve DPT student preparedness for inpatient practice and DPT students reported increased self-confidence after SBE and after CE-T.
Abstract
Patient care in inpatient settings is challenging for health care students and requires adaptive behavioral, cognitive, and technical skills that can be enhanced with simulation-based education (SBE). This study investigates how repeated SBE experiences created in line with the Academy of Acute Care Physical Therapy Core Competencies for Entry-Level Practice in Acute Care Physical Therapy (AACPT-CCACPT) during Doctor of Physical Therapy (DPT) coursework affect self-confidence with patient management. We hypothesized that student self-confidence in skill and readiness to practice would improve from the introduction of SBE to the end of a terminal clinical experience (CE-T).
A convenience sample of DPT students in 2 cohorts (Class of 2024: n = 84; 2025: n = 83) was recruited during courses with progressively complex SBE to complete a confidence self-assessment survey 3 times. Using SPSS Statistics 29, a paired
t
-test was used to determine if a statistically significant increase in self-confidence for Class '25 occurred between pre and post SBE periods, and a one-way RM ANOVA for Class '24 and '25 within pre, post, and CE-T time points.
Paired
t
-test results for ('25) indicated a statistically significant mean increase in self-confidence at post-test compared with pretest when comparing pre and post SBE periods scores (
P
< .001). One-way RM ANOVA results for '24 between pre, post, and CE-T (
P
< .001) and Class '25 between pre, post, and CE-T (
P
< .004) indicated a statistically significant mean increase in self-confidence and perception of readiness to practice.
DPT students reported increased self-confidence after SBE and after CE-T. Progressively complex SBE may improve DPT student preparedness for inpatient practice.
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
This study analyzes the self-efficacy of simulation-based Related Learning Experience in improving clinical skills among second-year nursing students at Dr. Carlos S. Lanting College during clinical practice to provide evidence-based recommendations to inform curriculum development, optimize simulation protocols, and ultimately enhance nursing education outcomes at the institutional level.
Tolentino King Nolan C, Ibañez Ellyza Marie D, Lumbang Freya Mhae L et al.· International Journal of Adv...· 0 citations
Results suggest the observation broadened student understanding of interprofessional roles and enhanced confidence in collaborative teamwork and highlighted the value of interprofessional educational experiences to foster collaborative care.
Tania Shearon, Lori Weber, Annette Bettridge et al.· The journal of physician ass...· 0 citations
Background and objective: Nurses frequently report insufficient preparation to provide high-quality end-of-life (EOL) care, despite an increasing number of patients requiring comfort-focused interventions. At a community hospital in Connecticut, formal EOL education is limited to a specialty unit, resulting in newly graduated nurses on other inpatient units caring for patients at the end of life without standardized training. The purpose of this evidence-based practice project was to evaluate the impact of integrating the End-of-Life Nursing Education Consortium (ELNEC) curriculum into a new graduate nurse residency program on nurses’ self-perceived knowledge of caring for patients receiving comfort measures.
Methods: A single-group, quasi-experimental pretest-posttest design was used. New graduate nurses on inpatient medical units completed the End-of-Life Care Questionnaire (EOL-Q) before and after completing the online ELNEC course. Descriptive statistics and Wilcoxon signed-rank test were used to analyze changes in self-perceived knowledge.
Results: Eight nurses completed the post-intervention assessment. Median scores increased across all four EOL-Q factors and across the knowledge, attitude, and management subdomains. Statistically significant improvements were observed in advance care planning (p = .035), symptom management (p = .030), emotional and spiritual support (p = .022), knowledge (p = .022), attitude (p = .035), and management (p = .021). Communication and continuity of care improved but did not reach statistical significance (p = .055).
Conclusions: Findings suggest that integrating the ELNEC curriculum into a new graduate nurse residency program may improve nurses’ self-perceived knowledge and attitudes related to end-of-life care. Given the small sample size, single-site setting, and unmatched pretest–posttest design, findings should be interpreted as preliminary.
Christina McElroy, R. Butler, Constance Cozens et al.· Journal of Nursing Education...· 0 citations
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
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
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