Do Traditional Clinical Experiences Lead to Learning? Lessons Learned from Simulation Recorded Webinar

Presented by: Kim Leighton, PhD, RN, CHSE, CHSOS, ANEF, FSSH, FAAN and Angela M. McNelis, PhD, RN, CNE, ANEF, FAAN

CNE: 1.0

Description: There exists an opportunity to educate professionals involved in the education of pre-licensure nursing students about the lack of evidence of learning outcomes as a result of traditional clinical practice experiences.  A systematic review was conducted to evaluate quantitative student learning outcomes from traditional clinical instruction (Leighton et al., 2021), using the methodology described by the Joanna Briggs Institute (Aromataris & Munn, 2017).  The studies reviewed largely described student self-report data or failed to use valid and reliable measurement instruments to determine learning outcomes.  No studies were found that used a rigorous research design and/or objective, valid and reliable measures of learning. Learners will understand the methodology that was used in the systematic review conducted by Leighton et al. (2021) as well as this study’s findings reporting a lack of quality evidence regarding traditional clinical teaching-learning experiences to produce effective learning student outcomes. Simulationists can support clinical educators through sharing lessons learned from research of simulation pedagogy.