Title
Simulation Pedagogy With Nurse Practitioner Students: Impact of Receiving Immediate Individualized Faculty Feedback
Document Type
Article
Publication Date
2015
Abstract
Family nurse practitioner (FNP) students must achieve basic competency in managing patients' primary care needs across the lifespan. Students in the FNP program have simulations integrated throughout their clinical theory courses to increase practice time with various patient cases. Students who received individualized faculty feedback immediately after self-evaluation of simulation performance showed statistically significantly increased knowledge (as evidenced by higher grades in course examinations and preceptor evaluations) than a control group of students who received feedback in a group class via a rubric grading guide 2–4 weeks after all students completed their individual simulations.
Publication Title
Creative Nursing
Repository Citation
Grossman, Sheila and Conelius, Jaclyn, "Simulation Pedagogy With Nurse Practitioner Students: Impact of Receiving Immediate Individualized Faculty Feedback" (2015). Nursing and Health Studies Faculty Publications. 86.
https://digitalcommons.fairfield.edu/nursing-facultypubs/86
Published Citation
Grossman, Sheila, and Jaclyn Conelius. "Simulation Pedagogy With Nurse Practitioner Students: Impact of Receiving Immediate Individualized Faculty Feedback." Creative Nursing 21, no. 2 (2015): 100-109. DOI:10.1891/1078-4535.21.2.100
DOI
10.1891/1078-4535.21.2.100
Comments
Copyright 2015 Springer. A link to full text has been provided for authorized subscribers.