Document Type
Poster
Original Publication Date
2025
Date of Submission
March 2025
Abstract
Introduction
Simulation-based learning is integral in preparing nursing students, especially graduate-level nurse practitioner (NP) students. Simulation bridges the gap between theory and practice, providing a safe space for students to practice clinical skills, communication, and develop appropriate clinical judgment and reasoning before delivering care to patients in healthcare settings. Video recording in the simulated environment enhances educators’ ability to assess student competency and performance. During a faculty-observed simulation, it can be challenging to deliver consistent, meaningful, and competency-based feedback to each student. This project aims to integrate Echo360 video recording in graduate health assessment simulation to enhance the quality of feedback given to NP students.
Background
Simulation adds value to the graduate nursing curriculum as an effective learning strategy to promote NP student skill acquisition and knowledge transfer into clinical practice. Faculty feedback is a necessary component to enhance student comprehension and learning during simulation and is cited as an integral component of competency-based education (Hodges, et al. 2019). However, a gap in the literature exists when examining faculty assessment and feedback. The traditional model for health assessment evaluation includes an observed clinical simulation experience (OSCE) requiring faculty to observe students’ clinical assessment skills directly. This current model requires real-time feedback from a faculty member. Frequently, students struggle to understand feedback or play a passive role in the feedback process. The integration of Echo360 video recording as a tool will enhance feedback quality and promote student and faculty collaboration.
Methods
This project is a descriptive, cross-sectional survey design that will evaluate the faculty’s perceived quality of feedback given to NP students currently enrolled in the Virginia Commonwealth (VCU) School of Nursing health assessment course. Two surveys will be administered to faculty after completion of health assessment simulations. One survey was developed to evaluate the usability of Echo360 technology in the course simulations and pertains to the faculty’s perception of the effectiveness of the recording technology. Additionally, a modified Feedback Quality Instrument was implemented to evaluate the quality of feedback to promote learning outcomes and competency development (Johnson et al., 2021).
Conclusion
Simulation in NP education is a highly effective learning strategy and quality feedback is integral to enhance competency-based learning experiences. However, there are barriers to providing quality feedback from faculty due to current simulation structures. The integration of Echo360 technology for video recording in simulation will enhance existing clinical learning strategies and consistent faculty feedback of students’ performance. Furthermore, establishing a consistent method for faculty to evaluate and improve their feedback will promote student learning.
References:
Dugan, M. A., & Altmiller, G. (2023). AACN Essentials and nurse practitioner education: Competency-based case studies grounded in authentic practice. Journal of Professional Nursing, 46, 59–64. https://doi.org/10.1016/j.profnurs.2023.02.003
Griffith, P. B., Mariani, B., & Kelly, M. M. (2022). Diagnostic Reasoning Outcomes in Nurse Practitioner Education: A Scoping Review. Journal of Nursing Education, 61(10), 579–586. https://doi.org/10.3928/01484834-20220803-08
Hodges, A. , Konicki, A. , Talley, M. , Bordelon, C. , Holland, A. & Galin, F. (2019). Competency-based education in transitioning nurse practitioner students from education into practice. Journal of the American Association of Nurse Practitioners, 31 (11), 675-682. doi: 10.1097/JXX.0000000000000327.
Johnson, C. E., Keating, J. L., Leech, M., Congdon, P., Kent, F., Farlie, M. K., & Molloy, E. K. (2021). Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centered discussions. BMC Medical Education, 21(1), 382. https://doi.org/10.1186/s12909-021-02722-8
Mompoint-Williams, D., Brooks, A., Lee, L., Watts, P., & Moss, J. (2014). Using High-fidelity Simulation to Prepare Advanced Practice Nursing Students. Clinical Simulation in Nursing, 10(1), e5–e10. https://doi.org/10.1016/j.ecns.2013.07.005
Warren, J. N., Luctkar-Flude, M., Godfrey, C., & Lukewich, J. (2016). A systematic review of the effectiveness of simulation-based education on satisfaction and learning outcomes in nurse practitioner programs. Nurse Education Today, 46, 99–108. https://doi.org/10.1016/j.nedt.2016.08.023
Is Part Of
VCU School of Nursing Publications
