AIM: This paper serves as the outline for a simulation that nurse educators can use to better prepare graduate students for the clinical setting and ensure the student's essential competencies prior to clinical practicum. BACKGROUND: Educators often struggle with whether nurse practitioner students are sufficiently prepared for their clinical practicum once they have successfully completed the didactic component of their coursework. METHOD: This paper addresses the methods by which one institution uses standardized patients in a simulation laboratory to better prepare the graduate students for their first clinical practicum. The implications of using clinical simulation to enhance both student and faculty learning are addressed. RESULTS: Simulation done prior to a student's clinical practicum prepares the student for patient cases in the clinical setting. CONCLUSION: Clinical simulation can enhance the knowledge, skills, and attitudes that nurse practitioner students need in the clinical setting.
AIM: This paper serves as the outline for a simulation that nurse educators can use to better prepare graduate students for the clinical setting and ensure the student's essential competencies prior to clinical practicum. BACKGROUND: Educators often struggle with whether nurse practitioner students are sufficiently prepared for their clinical practicum once they have successfully completed the didactic component of their coursework. METHOD: This paper addresses the methods by which one institution uses standardized patients in a simulation laboratory to better prepare the graduate students for their first clinical practicum. The implications of using clinical simulation to enhance both student and faculty learning are addressed. RESULTS: Simulation done prior to a student's clinical practicum prepares the student for patient cases in the clinical setting. CONCLUSION: Clinical simulation can enhance the knowledge, skills, and attitudes that nurse practitioner students need in the clinical setting.