Abstract
Objectives
The purpose of this study was to explore nursing students’ experiences after completing community health nursing simulation encounters.
Methods
The study used a descriptive qualitative design. Through conventional content analysis, the research team analyzed the experiences of 73 nursing students after participating in community health nursing simulation encounters. The data come from nursing students’ responses to three post-simulation qualitative questions.
Results
Nursing students identified both positive aspects (simulation as a great learning method, useful in understanding community health nurses’ roles, faculty’s role in facilitating an effective learning environment) and opportunities for improvement (needing for clear objectives, expectations, and roles).
Conclusions
Community health nursing simulation encounters can be a powerful educational method to help students experience and understand the roles of community health nurses.
Implications for international audience
Augmentation of the pre-brief component will further improve students’ simulation experiences.
Acknowledgments
The authors would like to thank Dr. James Britton for the editorial support and Dr. Roberto Roman Laporte for his assistance with data analysis. The authors would like to thank the University of Miami School of Nursing and Health Studies for providing editorial and research assistant support from the individuals above.
-
Research funding: None declared.
-
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
-
Competing interests: Authors state no conflict of interest.
-
Informed consent: Not applicable. The data were collected as a part of routine class-related activities. The study is approved under the educational research protocol of the university.
-
Ethical approval: The University Institutional Review Board approved the study under its education study protocol.
References
Akselbo, I., Olufsen, V., Ingebrigtsen, O., & Aune, I. (2019). Simulation as a learning method in public health nurse education. Public Health Nursing, 36(2), 226–232. https://doi.org/10.1111/phn.12560 Search in Google Scholar PubMed
American Association of Colleges of Nursing (AACN). (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf Search in Google Scholar
American Public Health Association, Public Health Nursing Section. (2013). The definition and practice of public health nursing: A statement of the public health nursing section. American Public Health Association.Search in Google Scholar
Aslan, F. (2021). Use of simulation practices in public or community health nursing: Findings from mixed-methods systematic review. Scandinavian Journal of Caring Sciences, 35(4), 1050–1056. https://doi.org/10.1111/scs.12946 Search in Google Scholar PubMed
Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty. Elsevier, Inc.Search in Google Scholar
Blumenthal, D., Fowler, E. J., Abrams, M., & Collins, S. R. (2020). 2020 COVID-19 – Implications for the health care system. New England Journal of Medicine, 383, 1483–1488. https://doi.org/10.1056/NEJMsb2021088 Search in Google Scholar PubMed
Booker, S., & Herr, K. (2021). Voices of African American older adults on the implications of social and healthcare-related policies for osteoarthritis pain care. Pain Management Nursing, 22(1), 50–57. https://doi.org/10.1016/j.pmn.2020.09.001 Search in Google Scholar PubMed PubMed Central
Campbell, L. A., Harmon, M. J., Joyce, B. L., & Little, S. H. (2020). Quad Council Coalition community/public health nursing competencies: Building consensus through collaboration. Public Health Nursing, 37(1), 96–112. https://doi.org/10.1111/phn.12666 Search in Google Scholar PubMed
Clark, M. J. (2014). Population and community health nursing (6th ed.). Pearson.Search in Google Scholar
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.Search in Google Scholar
Farris, C. (2021). COVID-19 updates: Real-time epidemiology for BSN community/public health nursing course. Public Health Nursing, 38(4), 655–660. https://doi.org/10.1111/phn.12890 Search in Google Scholar PubMed PubMed Central
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001 Search in Google Scholar PubMed
Gresh, A., LaFave, S., Thamilselvan, V., Batchelder, A., Mermer, J., Jacques, K., Greenfelder, A., Buckley, M., Cohen, Z., Coy, A., & Warren, N. (2021). Service learning in public health nursing education: How COVID-19 accelerated community-academic partnership. Public Health Nursing, 38(2), 248–257. https://doi.org/10.1111/phn.12796 Search in Google Scholar PubMed
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). Sage Publications.Search in Google Scholar
Guilamo-Ramos, V., Thimm-Kaiser, M., Benzerki, A., Hidalgo, A., Lanier, Y., Tlou, S., Lopez, M. L. R., Soletti, A. B., & Hagan, H. (2021). Nurses at the frontline of public health emergency preparedness and response: Lessons learned from the HIV/AIDS pandemic and emerging infectious disease outbreaks. Lancet/Infectious Disease, 21, e326–e333. https://doi.org/10.1016/S1473-3099(20)30983-X Search in Google Scholar PubMed PubMed Central
Hegland, P. A., Aarlie, H., Strømme, H., & Jamtvedt, G. (2017). Simulation-based training for nurses: Systematic review and meta-analysis. Nurse Education Today, 54, 6–20. https://doi.org/10.1016/j.nedt.2017.04.004 Search in Google Scholar PubMed
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687 Search in Google Scholar PubMed
INASCL Standards Committee. (2016). INACSL standards of best practice: SimulationSM simulation design. Clinical Simulation in Nursing, 12, S5–S12.10.1016/j.ecns.2016.09.005Search in Google Scholar
INACSL Standards Committee. Molloy, M., Holt, J., Charnetski, M., & Rossler, K. (2021a). Healthcare simulation standards of best practiceTM simulation glossary. Clinical Simulation in Nursing, 58, 57–65. https://doi.org/10.1016/j.ecns.2021.08.017 Search in Google Scholar
INACSL Standards Committee. Watts, P. I., McDermott, D. S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C., & Nawathe, P. (2021b). Healthcare simulation standards of best practiceTM simulation design. Clinical Simulation in Nursing, 58, 14–21. https://doi.org/10.1016/j.ecns.2021.08.009 Search in Google Scholar
Keeley, C., Jimenez, J., Jackson, H., Koudourakis, L., James Salway, R., Cineas, N., Villanueva, Y., Bell, D., Wallach, A. B., Schwartz, D. B., Mendez-Justiniano, I., & Long, T. G. (2020). Staffing up for the surge: Expanding the New York City public hospital workforce during the COVID-19 pandemic. Health Affairs, 39, 1426–1430. https://doi.org/10.1377/hlthaff.2020.00904 Search in Google Scholar PubMed
Kim, J., Park, J. H., & Shin, S. (2016). Effectiveness of simulation-based nursing education depending on fidelity: A meta-analysis. BMC Medical Education, 16(1), 1–8. https://doi.org/10.1186/s12909-016-0672-7 Search in Google Scholar PubMed PubMed Central
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Prentice-Hall.Search in Google Scholar
Landeen, J., Pierazzo, J., Akhtar-Danesh, N., Baxter, P., van Eijk, S., & Evers, C. (2015). Exploring student and faculty perceptions of clinical simulation: A Q-sort study. Journal of Nursing Education, 54(9), 485–491. https://doi.org/10.3928/01484834-20150814-02 Search in Google Scholar PubMed
Mason, D. J., & Friese, C. R. (2020). Protecting health care workers against COVID-19—and being prepared for future pandemics. JAMA Health Forum, 1(3), e200353. https://doi.org/10.1001/jamahealthforum.2020.0353 Search in Google Scholar PubMed
Matsuda, Y., Valdes, B., Salani, D., Foronda, C., Roman Laporte, R., Gamez, D., & Sarik, D. A. (2022). Baby Steps Program: Telehealth nursing simulation for undergraduate public health nursing students. Clinical Simulation in Nursing, 65, 35–44. https://doi.org/10.1016/j.ecns.2022.01.001 Search in Google Scholar
McEwing, E., Placide-Reaves, R., Matsuda, Y., Prather, S., & Everett-Thomas, R. (2021). Assessing undergraduate student nurses’ performance in various community and public health roles using simulation. Journal of Community Health Nursing, 38(3), 139–150. https://doi.org/10.1080/07370016.2021.1932967 Search in Google Scholar PubMed
Okamoto, R., Gouda, K., Koide, K., Tokimasa, M., Kageyama, M., Iwamoto, S., Shiomi, M., Kusano, E., Tanaka, M., Kiya, M., Tada, A., & Koetaka, H. (2020). Effectiveness of simulation learning program for mastering public health nursing skills to enhance strength of community: A quasi-experimental design. Nurse Education Today, 90, e104432. https://doi.org/10.1016/j.nedt.2020.104432 Search in Google Scholar PubMed
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189–1208.Search in Google Scholar
Rector, C. (2017). Community and public health nursing: Promoting the public’s health (9th ed.). Wolters Kluwer.Search in Google Scholar
Robert Wood Johnson Foundation. (2019). Future of Nursing™ Campaign for Action, at the center to champion nursing in America. https://campaignforaction.org/wp-content/uploads/2019/03/NursingEducationPathtoHealthImprovement.pdf Search in Google Scholar
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G 10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-GSearch in Google Scholar
Smiley, R. A. (2019). Survey of simulation use in prelicensure nursing programs: Changes and advancements, 2010–2017. Journal of Nursing Regulation, 9(4), 48–61. https://doi.org/10.1016/S2155-8256(19)30016-X Search in Google Scholar
Stanley, M. J., & Rojas, D. (2014). Teaching undergraduate nursing students about environmental health: Addressing public health issues through simulation. The Journal of Nursing Education, 53(1), 48–51. https://doi.org/10.3928/01484834-20131218-04 Search in Google Scholar
Stephen, L. A., Kostovich, C., & O’Rourke, J. (2020). Psychological safety in simulation: Prelicensure nursing students’ perceptions. Clinical Simulation in Nursing, 47, 25–31. https://doi.org/10.1016/j.ecns.2020.06.010 Search in Google Scholar
The Quad Council Coalition of Public Health Nursing Organizations. (2018). Community/public health nursing competencies. https://www.cphno.org/wp-content/uploads/2020/08/QCC-C-PHN-COMPETENCIES-Approved_2018.05.04_Final-002.pdf Search in Google Scholar
U.S. Bureau of Labor Statistics. (2022). U.S. Department of Labor, Occupational outlook handbook, registered nurses. https://www.bls.gov/ooh/healthcare/registered-nurses.htm Search in Google Scholar
World Health Organization. (2010). A framework for community health nursing education. https://apps.who.int/iris/bitstream/handle/10665/204726/B4816.pdf Search in Google Scholar
Zitzelsberger, H., Coffey, S., Graham, L., Papaconstantinou, E., & Anyinam, C. (2017). Exploring simulation utilization and simulation valuation practices and approaches in undergraduate nursing education. Journal of Education and Practice, 8(3), 155–164.Search in Google Scholar
© 2022 Walter de Gruyter GmbH, Berlin/Boston
