Digital Object Identifier
Lori Bobo, https://orcid.org/0000-0003-2547-8505; Stacy Mikel, https://orcid.org/0000-0002-5198-1879; Yolanda Chandler, https://orcid.org/0000-0003-3541-4695; Hungwei Tseng, https://orcid.org/0000-0001-9690-1847
Objectives: The purpose of this study was to investigate the impacts of using scaffolded clinical simulations on nursing students’ confidence in clinical reasoning, clinical judgment, and critical thinking skills. Next, we also attempted to gain insights into students’ perceptions of the benefits of scaffolded clinical simulations.
Method: We used a mixed-methods research design to investigate the impacts of using scaffolded clinical simulations on 133 second-semester baccalaureate nursing students’ confidence in clinical reasoning, clinical judgment, and critical thinking skills.
Results: Findings from this study indicate that students who perceived the benefits of scaffolded simulation activities (i.e., peer observations, debriefings, and self-reflections) were more likely to engage in this deep learning process, which in turn led to their higher confidence in clinical reasoning, clinical judgment, and critical thinking skills.
Conclusions: This study demonstrates that scaffolded simulations in psychiatric clinical settings, coupled with the novice to expert model in nursing education, are a valuable tool for preparing nursing students for the rigors of clinical practice, despite decreased in-person client experiences in nursing programs.
Implications: This study has implications for designing and implementing scaffolded clinical simulations that foster clinical judgment and help students perform tasks with which they are already familiar, while new responsibilities are introduced throughout the semester.
Scaffolded Simulation in Psychiatric Mental Health Nursing Education.
Higher Learning Research Communications, 13 (2).