TY - JOUR
T1 - Emerging Evidence Toward a 2:1 Clinical to Simulation Ratio
T2 - A Study Comparing the Traditional Clinical and Simulation Settings
AU - Sullivan, Nancy
AU - Swoboda, Sandra M.
AU - Breymier, Tonya
AU - Lucas, Laura
AU - Sarasnick, Janice
AU - Rutherford-Hemming, Tonya
AU - Budhathoki, Chakra
AU - Kardong-Edgren, Suzan (Suzie)
N1 - Funding Information:
This work was supported by the International Nursing Association for Clinical Simulation and Learning Debra Spunt Research award. The authors have no conflict of interest to report.
Publisher Copyright:
© 2019 International Nursing Association for Clinical Simulation and Learning
PY - 2019/5
Y1 - 2019/5
N2 - Background: There is limited evidence comparing the clinical and simulation environments. Methods: This multicenter observational study compared traditional clinical to simulation on the type, number, and level of educational activities as determined by Miller's Pyramid. Results: Forty-two students’ experience revealed that skills, physical assessment, teaching, and critical thinking activities occurred more frequently in simulation, with safety interventions more common in clinical. In addition, in simulation, students performed a greater percentage of activities in higher levels of Millers Pyramid, “Knows How”; 12.8% as compared with 8.6% in clinical, and “Does”; 66.3% as compared with 46.2% in clinical. Notably, the activities in “Does” were completed in approximately 1/5 of the time in simulation; 440 minutes, as compared with clinical; 2,137 minutes. Conclusion: The intensity and efficiency of simulation was demonstrated through the completion of more activities in higher levels of Millers Pyramid in significantly less time than clinical providing emerging evidence toward a 2:1 clinical to simulation ratio.
AB - Background: There is limited evidence comparing the clinical and simulation environments. Methods: This multicenter observational study compared traditional clinical to simulation on the type, number, and level of educational activities as determined by Miller's Pyramid. Results: Forty-two students’ experience revealed that skills, physical assessment, teaching, and critical thinking activities occurred more frequently in simulation, with safety interventions more common in clinical. In addition, in simulation, students performed a greater percentage of activities in higher levels of Millers Pyramid, “Knows How”; 12.8% as compared with 8.6% in clinical, and “Does”; 66.3% as compared with 46.2% in clinical. Notably, the activities in “Does” were completed in approximately 1/5 of the time in simulation; 440 minutes, as compared with clinical; 2,137 minutes. Conclusion: The intensity and efficiency of simulation was demonstrated through the completion of more activities in higher levels of Millers Pyramid in significantly less time than clinical providing emerging evidence toward a 2:1 clinical to simulation ratio.
KW - Millers pyramid
KW - clinical nursing education
KW - clinical/simulation ratio
KW - simulation
KW - traditional clinical
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U2 - 10.1016/j.ecns.2019.03.003
DO - 10.1016/j.ecns.2019.03.003
M3 - Article
AN - SCOPUS:85063103715
SN - 1876-1399
VL - 30
SP - 34
EP - 41
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
ER -