title: Nursing Student Perceptions Regarding Simulation Experience Sequencing.
abstract: BACKGROUND
  The use of simulated learning experiences (SLEs) have increased within nursing curricula with positive learning outcomes for nursing students. The purpose of this study is to explore nursing students' perceptions of their clinical decision making (CDM) related to the block sequencing of different patient care experiences, SLEs versus hospital-based learning experiences (HLEs).
  
  
  METHODS
  A qualitative descriptive design used open-ended survey questions to generate information about the block sequencing of SLEs and its impact on nursing students' perceived CDM.
  
  
  RESULTS
  Three themes emerged from the data: Preexperience Anxiety, Real-Time Decision Making, and Increased Patient Care Experiences.
  
  
  CONCLUSIONS
  Nursing students identified that having SLEs prior to HLEs provided several benefits. Even when students preferred SLEs prior to HLEs, the sequence did not impact their CDM. This suggests that alternating block sequencing can be used without impacting the students' perceptions of their ability to make decisions. [J Nurs Educ. 2016;55(9):528-532.].
authors: Aimee A
authors: AA
authors: Woda
authors: Theresa
authors: T
authors: Gruenke
authors: Penny
authors: P
authors: Alt-Gehrman
authors: Jamie
authors: J
authors: Hansen
mesh_terms: D000328:Adult; D001007:Anxiety; D002983:Clinical Competence; D000066491:Clinical Decision-Making; D003479:Curriculum; D005260:Female; D006801:Humans; D008297:Male; D010465:Perception; D018794:Problem-Based Learning; D013338:Students, Nursing / Q000523:psychology*; D055815:Young Adult