School Nursing Simulation: An Evidence-based Practice Intervention for Improved Confidence in Health-related School Emergency First-responder Role
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School nursing practice occurs in an autonomous clinical practice setting in which school nurses function as first-responders to life-threatening school emergencies. However, a gap in school nursing practice preparation exists due to a lack of pediatric first-responder experience or training. Following evidence-based school nursing simulation interventions, the current longitudinal descriptive mixed method doctoral project analyzed participants’ self-perceived gains in knowledge, skills, confidence, and integration as measures of clinical and leadership improvements. The convenience sample of post-licensure registered nurse practicing school nurses (PSN) graduate students (n=37) in California completed pre and post simulation evaluations generated from the Student Assessment of Their Learning Gains (SALG) instrument. A paired two-tailed t test with a 95% confidence interval resulted in statistically significant findings for all but two of the 40 comparative statements. The results conveyed simulation should be considered for future learning venues due to the significant impact on school nurses’ confidence, critical reasoning, and clinical judgement.
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