Home Medicine Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical
Article
Licensed
Unlicensed Requires Authentication

Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical

  • Teresa N. Gore EMAIL logo , Tanya Looney Johnson and Chih-hsuan Wang
Published/Copyright: April 30, 2015

Abstract

Nurse educators claim accountability to ensure their students are prepared to assume leadership responsibilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nursing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leadership-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching–learning dyad toward simulation.

References

Abdrbo, A. A. (2012). Self-assessment of leadership behaviors among baccalaureate nursing students with different clinical training experience and nurses. Paper presented at the 2012 International Conference on Management and Education Innovation, Singapore.Search in Google Scholar

Aebersold, M., Tschannen, D., & Bathish, M. (2012). Innovative simulation strategies in education. Nursing Research and Practice, 12, 17. doi: 10.1155/2012/765212Search in Google Scholar

American Association of Colleges of Nursing. (2007). White paper on the education and role of the clinical nurse leader. Retrieved from http://www.aacn.nche.edu/publications/white-papers/ClinicalNurseLeader.pdfSearch in Google Scholar

American Nurses Association. (2008). Professional role competency: ANA position statement. Retrieved from http://nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and-Resolutions/ANAPositionStatements/Position-Statements-Alphabetically/Professional-Role-Competence.htmlSearch in Google Scholar

Chunta, K., & Edwards, T. (2013). Multiple-patient simulation to transition students to clinical practice. Clinical Simulation in Nursing, 9, 491-496. doi:10.1016/j.ecns.2013.04.01510.1016/j.ecns.2013.04.015Search in Google Scholar

Clapper, T. C., & Kardong-Edgren, S. (2012). Using deliberate practice and simulation to improve nursing skills. Clinical Simulation in Nursing, 8, e109113. doi:10.1016/j.ecns.2010.12.001Search in Google Scholar

Critical Thinking. (n. d.). Webster’s New Millennium TM Dictionary of English, Preview Edition (v 0.9.6). Retrieved from http://dictionary.reference.com/browse/critical_thinkingSearch in Google Scholar

Curtis, E. A., Vries, J. D., & Sheerin, F. K. (2011). Developing leadership in nursing: Exploring core factors. British Journal of Nursing, 20, 306309. Retrieved from http://www.nurse2nurse.ie/Upload/NA6873leadershp.pdf10.12968/bjon.2011.20.5.306Search in Google Scholar

Decker, S., Caballero, S., & McClanahan, C. (2014). Foundations of simulation. In B. Ulrich & B. Mancini (Eds.), Mastering precepting: A nurse’s handbook for success (pp. 125). Indianapolis, IN: Sigma Theta Tau International.Search in Google Scholar

Decker, S., Fey, M., Sideras, S., Caballero, S., Rockstraw, L., Boese, T., … Borum, J. C. (2013). Standards of best practice: Simulation standard VI: The debriefing process. Clinical Simulation in Nursing, 9(6S), S27-S29. doi:10.1016/jecns.2013.04.008Search in Google Scholar

Diaz, D. A., & Nowicki, L. (2013). Simulation education: Setting standards in both the university and acute care settings. University of Connecticut School of Nursing. Retrieved from www.ctnursingresearchalliance.orgSearch in Google Scholar

Gore, T., & Schuessler, J. B. (2013). Simulation policy development: Lesson learned. Clinical Simulation in Nursing, 9, e319322. doi:10.1016/jecns.2012.04.005Search in Google Scholar

Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2S), S3S64.10.1016/S2155-8256(15)30062-4Search in Google Scholar

Hendricks, J. M., Cope, V. C., & Harris, M. (2010). A leadership program in an undergraduate nursing course in Western Australia: Building leaders in our midst. Nurse Education Today, 30, 252257. doi:10.1016/j.nedt2009.12.007Search in Google Scholar

Jeffries, P. R., & Rogers, K. J. (2012). Theoretical framework for simulation design. In P. R. Jeffries (Ed.), Simulation in nursing education: From conceptualization to evaluation (2nd ed.). New York, NY: National League for Nursing.Search in Google Scholar

Kear, M. (2000). Concept analysis of self-efficacy. Graduate Research in Nursing, 2(2), 17.Search in Google Scholar

Kilgore, R. V., Goodwin, M. E., & Harding, R. A. (2013). Adding context to a simulation module for leadership and management baccalaureate nursing students. Journal of Nursing Education and Practice, 3, 148155. doi:10.5430/jnep.v3n9p148Search in Google Scholar

Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.Search in Google Scholar

Kozier, B., Erb, G., Berman, A., & Synder, S. (2004). Fundamentals of nursing: Concepts, process, and practice (7th ed.). Upper Saddle River, NJ: Prentice Hall.Search in Google Scholar

Leighton, K. L. (2007). Clinical learning environment comparison survey. In Learning needs in the traditional clinical environment and the simulated clinical environment: A survey of undergraduate nursing students. (Doctoral dissertation). Retrieved from ETD collection for University of Nebraska – Lincoln. (Paper AAI3271929).Search in Google Scholar

Leighton, K. L. (2015). Development of the clinical learning environment comparison survey. Clinical Simulation in Nursing, 11, 4451. doi:10.1016/j.ecns.2014.11.002Search in Google Scholar

Lekan, D. A., Corazzini, K. N., Gilliss, C. L., & Bailey, D. E. (2011). Clinical leadership development in accelerated baccalaureate nursing students: An education innovation. Journal of Professional Nursing, 27, 202214. doi:10.1016./j.profnurs.2011.03.002Search in Google Scholar

Lyle, K. E. (2009). Teacher perceptions of their technology education curricula. (Doctoral dissertation). Retrieved from http://gradworks.umi.com/33/85/3385448.html UMI Number: 3385448.Search in Google Scholar

McGrath, M., Lyng, C., & Hourican, S. (2012). From the simulation lab to the ward: Preparing 4th year nursing students for the role of staff nurse. Clinical Simulation in Nursing, 8, 265272. doi:10.1016/j.ecns.2010.10.003Search in Google Scholar

Neuman, B. M., & Fawcett, J. (2011). The Neuman systems model (5th ed.). Upper Saddle River, NJ: Pearson Education, Incorporated.Search in Google Scholar

O’Donnell, J. M., Decker, S., Howard, V., Levett-Jones, T., & Miller, C. W. (2014). NLN/Jeffries simulation framework state of the science project: Simulation learning outcomes. Clinical Simulation in Nursing, 10, 373382. doi:10.1016.j.ecns.2014.06.004Search in Google Scholar

Reed, C. C., Lancaster, R. R., & Musser, D. B. (2009). Nursing leadership and management simulation creating complexity. Clinical Simulation in Nursing, 5, 721. doi:10.1016/j.ecns.2008.09.006Search in Google Scholar

Thomas, C., Hodson-Carlton, K., & Ryan, M. (2011). Preparing nursing students in a leadership/management course for the workplace through simulations. Clinical Simulation in Nursing, 7, 99144. doi:10.1016/j.ecns.2010.06.005Search in Google Scholar

Published Online: 2015-4-30
Published in Print: 2015-1-1

©2015 by De Gruyter

Articles in the same Issue

  1. Frontmatter
  2. Using “Think Aloud” to Capture Clinical Reasoning during Patient Simulation
  3. Translation and Evaluation of the Cultural Awareness Scale for Korean Nursing Students
  4. Making the Most of Simulated Learning: Understanding and Managing Perceptions
  5. Nursing Students’ Experiences with High-Fidelity Simulation
  6. An Integrative Review: Instructional Strategies to Improve Nurses’ Retention of Cardiopulmonary Resuscitation Priorities
  7. Effects of Team-Based Learning on Self-Regulated Online Learning
  8. Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical
  9. The Experience of Nursing Students Who Make Mistakes in Clinical
  10. Identification of the Learning Styles and “On-the-Job” Learning Methods Implemented by Nurses for Promoting Their Professional Knowledge and Skills
  11. Orientation, Evaluation, and Integration of Part-Time Nursing Faculty
  12. Perceptions of Clinical Stress in Baccalaureate Nursing Students
  13. The Flipped Classroom: Fertile Ground for Nursing Education Research
  14. Student Engagement: A Principle-Based Concept Analysis
  15. Assessment of High-Stakes Testing, Hopeful Thinking, and Goal Orientation among Baccalaureate Nursing Students
  16. Partners in Research: Developing a Model for Undergraduate Faculty-Student Collaboration
  17. Nursing Students Achieving Community Health Competencies through Undergraduate Clinical Experiences: A Gap Analysis
  18. Student Perceptions of Quality and Safety Competencies
  19. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part I. Impact on Students’ Career Resilience
  20. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation
  21. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part III. Impact on Faculty’s Career Satisfaction and Confidence in Providing Student Career Coaching
Downloaded on 8.1.2026 from https://www.degruyterbrill.com/document/doi/10.1515/ijnes-2014-0054/html
Scroll to top button