Development of Formative Capstone Simulations to Prepare Novice Students for Initial Clinical Practicum.
BACKGROUND
Nursing students often describe initial clinical experiences as extremely anxiety producing. Anxiety can decrease performance ability and, consequently, increase the risk for patient harm. Strategies to decrease this anxiety related to clinical experiences are limited within the nursing education literature.


METHODS
Faculty in a 4-year baccalaureate nursing program developed and implemented formative capstone simulation scenarios with standardized patients, integrating therapeutic communication, essential patient care skills, and clinical reasoning for novice nursing students prior to their entry into their first clinical practicum. This article discusses the rationale, development, and implementation of these formative capstone simulation scenarios.


RESULTS
Anecdotal student and faculty comments related to the formative capstone simulation scenarios were positive.


CONCLUSIONS
Formative capstone simulation scenarios offer a method to prepare novice students for initial clinical practicum that is well received. Research is needed to formally examine the relationship between formative capstone simulation scenarios and student anxiety related to initial clinical practicum. [J Nurs Educ. 2016;55(10):587-589.].
Jennifer Gunberg
JG
Ross
Elizabeth
E
Bruderle
Colleen H
CH
Meakim
Joyce S
JS
Willens
Joyce A
JA
Holmwood
D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006801:Humans; D016294:Models, Nursing; D009723:Nurse-Patient Relations; D016544:Patient Simulation; D018794:Problem-Based Learning / Q000458:organization & administration*; D012381:Role Playing; D012579:Schools, Nursing / Q000458:organization & administration; D057566:Self Report; D013338:Students, Nursing