What this article is about
In brief
This study found that increasing undergraduate HBCU nursing students' exposure to simulation using ATI resources by 50% led to positive perceptions (87% felt prepared) and a desire for more such courses, suggesting potential benefits for clinical readiness.
For nursing students
Study summary
This article explores how using simulation with ATI resources affects first-semester nursing students at Historically Black Colleges and Universities (HBCUs). The study aimed to increase student exposure to simulation by 50% in their Nursing Fundamentals course. It measured whether this increased simulation use improved students' feelings of readiness for clinical rotations.
The research focused on a specific group: first-year undergraduate nursing students at an HBCU. These institutions are important because they help prepare skilled nurses, especially from diverse backgrounds, to address the national shortage and meet goals set by the National Academy of Medicine (NAM). The study was conducted over two years using a non-equivalent quasi-experimental design.
The main problem addressed is how simulation can better prepare students for real clinical experiences. Previous research might not have looked specifically at HBCU nursing programs or used ATI-supported resources in this way. This study fills that gap by examining student perceptions and the impact of increased simulation exposure on their confidence and readiness.
As a nursing student, you should consider several aspects when appraising this research: 1. **Population:** The focus is on first-semester students at HBCUs. Are these findings generalizable to other types of institutions or more experienced students? 2. **Methodology:** It was a quasi-experimental study over two years, which means it wasn't a randomized controlled trial but still provides valuable insights. 3. **Measurement Tools:** The survey used for student perceptions referenced guidelines from the International Nursing Association for Clinical Simulation and Learning (INACSL) and the National League for Nursing Jeffries Simulation Theory. This suggests the tool was well-grounded in established nursing education principles. Cronbach's Alpha, a measure of internal consistency reliability, was 0.88, indicating good survey quality. 4. **Source Rights:** The abstract notes that dissertation citations are published with ProQuest LLC permission and further reproduction is prohibited without permission. This means if you want to use the full text or specific parts beyond what's available in this summary, you need to check the rights associated with it (often found via the provided ERIC link).
How would a nurse reason from this evidence? If simulation using ATI resources makes students feel more prepared for clinical rotations and they express wanting more of these experiences, then integrating such simulations could be a valuable strategy. It suggests that hands-on practice in a controlled environment builds confidence and skills before entering real patient care settings.
The study found that 87% of students felt simulation prepared them for clinical experiences, and many believed additional simulation courses would benefit their learning. While the abstract doesn't provide specific data on changes in clinical performance outcomes or NCLEX pass rates (though it mentions these were areas needing further investigation), the strong positive perception is a significant finding.
In summary, this research highlights that increasing simulation exposure for first-semester HBCU nursing students using ATI resources can positively impact their self-perceived readiness for clinical practice. It's an important step in understanding how to best prepare future nurses.
Original publication
Source abstract and study details
Read the source abstract
The purpose of this study was to increase first-semester Historically Black College and University (HBCU) nursing students' simulation exposure by 50% using the ATI education platform and measure student perceptions of readiness for clinical rotations. This study addressed the research gap of simulation in beginning nursing courses and the impact on student perceptions of self-efficacy in future clinical rotations and contributes to the larger body of simulation research by answering the following questions: 1. What are student perceptions regarding simulation and clinical readiness? 2. How does exposure to simulation impact student clinical performance outcomes? 3. To what degree does student exposure to simulation, via ATI, increase student clinical pass rates? This non-equivalent, quasi-experimental, and quantitative two-year study examined first-year nursing students' perceptions of simulation and clinical readiness at a national HBCU. The survey employed referenced the International Nursing Association for Clinical Simulation and Learning (INACSL) and the National League for Nursing Jeffries Simulation Theory guidelines. Cronbach's Alpha was conducted to evaluate the reliability of the survey scale and was found to have a reliability coefficient of [alpha] = 0.88. HBCUs play a lead role in preparing skilled graduates to aid in the nursing shortage and meeting the National Academy of Medicine's (NAM) strategic plan for promoting a diverse healthcare workforce. The existing curriculum for a Nursing Fundamentals course was enhanced by increasing the integration of simulation with ATI-supported resources and implementing the survey tool. SPSS data analysis showed that 87% of students felt that simulation prepared them for clinical experiences and that students would benefit from additional simulation courses. The study suggested that simulation can increase student clinical pass rates, but further investigation on the impact on didactic learning and NCLEX pass rates is needed.
Reviewed findings
Main findings
- Increased simulation exposure (50% target) was implemented using ATI-supported resources.
- 87% of students felt that simulation prepared them for clinical experiences.
- Students expressed a desire for additional simulation courses in their education.
- The study suggested that increased simulation exposure could lead to higher student clinical pass rates, though this requires further investigation.
- Student perceptions regarding the value and impact of simulation on readiness were positive.
For teaching and learning
Education implications
- Incorporating more simulation activities using ATI resources into first-year nursing curricula at HBCUs may enhance students' confidence in their clinical preparedness.
- Nursing educators should consider expanding access to high-quality simulation experiences, as they appear to positively influence student self-efficacy for future clinical rotations.
- The findings support the use of simulation as a pedagogical tool that can bridge didactic learning and practical application, potentially improving transition readiness for students entering clinical settings.
- Further research is needed to directly link increased simulation exposure with improved NCLEX pass rates or other objective measures of student competency beyond self-perception.
- HBCUs should continue exploring innovative educational strategies like enhanced simulation integration to better prepare a diverse nursing workforce.
For educators
Teaching and appraisal notes
This doctoral dissertation by Kasey L. Trill investigates the impact of integrating simulation with ATI-supported resources on undergraduate nursing students' perceptions of clinical readiness at a Historically Black College and University (HBCU). The study aimed to increase first-semester student exposure to simulation by 50% within their Nursing Fundamentals course, thereby addressing a research gap regarding early-stage simulation use in HBCUs.
The dissertation employed a non-equivalent quasi-experimental design over two years. It focused on measuring changes in students' self-efficacy and perceptions of preparedness for clinical rotations following enhanced simulation integration. The survey instrument was developed using guidelines from the International Nursing Association for Clinical Simulation and Learning (INACSL) and the National League for Nursing Jeffries Simulation Theory, ensuring a robust theoretical foundation. Cronbach's Alpha reliability coefficient of 0.88 indicates strong internal consistency of the survey scale.
Key findings reported in the abstract include that 87% of students felt simulation prepared them for clinical experiences, and there was expressed support from students for additional simulation courses. The study also suggested a potential positive impact on student clinical pass rates, although further research is needed to definitively establish this link and investigate effects on didactic learning outcomes or NCLEX pass rates.
From an educational perspective, the dissertation contributes valuable insights into enhancing nursing education at HBCUs, which play a crucial role in diversifying the healthcare workforce. The findings suggest that increased simulation exposure can positively influence student perceptions of readiness. For faculty, this implies that integrating more simulation activities using platforms like ATI could be beneficial for first-year students.
The study's limitations include its quasi-experimental design (which means it cannot establish causality as definitively as a randomized controlled trial) and the focus on self-reported outcomes rather than direct measures of clinical performance or pass rates, which were identified as areas needing further investigation. The abstract also notes that while simulation can increase student clinical pass rates, more research is needed to confirm this impact.
This dissertation provides a solid foundation for understanding how simulation can be leveraged in HBCU nursing programs and offers practical considerations for curriculum development aimed at improving student preparedness.
Critical appraisal
Limitations
- The study used a quasi-experimental design, which limits the ability to establish definitive causality between increased simulation and improved outcomes compared to a randomized controlled trial.
- Reliance on self-reported student perceptions as primary outcome measures (though validated by Cronbach's Alpha) means objective clinical performance or pass rate data were not directly measured in this specific study, despite being areas of interest for future investigation.
- The findings are specific to first-semester students at one HBCU; generalizability to other institutions, different student populations, or more advanced nursing courses is not explicitly stated but should be considered.
Classroom use
Discussion Questions
- How might the positive perceptions reported by students translate into actual improvements in clinical performance during rotations?
- What specific aspects of ATI-supported simulation were most valued by students and why?
- Could increased simulation exposure have any negative impacts on other areas of learning or student well-being, such as time management stress?
- How can HBCUs ensure equitable access to high-quality simulation resources for all nursing students?
- What are the cost implications of significantly increasing simulation use in undergraduate programs, and how might these be balanced against potential benefits?
- Are there differences in how first-semester versus more advanced nursing students perceive the value of simulation?
Source-based questions
Frequently asked questions
What were the three main questions addressed by this simulation research?
The study aimed to answer: 1. What are student perceptions regarding simulation and clinical readiness? 2. How does exposure to simulation impact student clinical performance outcomes? 3. To what degree does student exposure to simulation, via ATI, increase student clinical pass rates?
Did the study find a positive perception among students about additional simulation courses?
Yes, the study suggested that students would benefit from additional simulation courses, as indicated by their perceptions.
What was the reliability coefficient (Cronbach's Alpha) of the survey scale used in this research?
The Cronbach's Alpha for the survey scale, which evaluated its reliability, was found to be [alpha] = 0.88.
Why is there a need for further investigation regarding simulation's impact, as mentioned in the abstract?
Further investigation is needed on the impact of simulation on didactic learning and NCLEX pass rates, as these areas were not fully explored or confirmed by this study.