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Applying Integrative Learning Strategies and Complexity Theory to Design Simulations for Care of Complex Patients

Dunn, Karen S. PhD, RN, FGSA; Riley-Doucet, Cheryl K. PhD, RN, FGSA

doi: 10.1097/NNE.0000000000000312
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Nurse educators use a variety of clinical simulation strategies to promote cognitive, psychomotor, and affective learning. Statistically significant increases in self-confidence levels were found among senior-level nursing students in the assessment and management of medical and psychiatric symptoms after participating in strategically designed, complex, student-led clinical simulations. Having students role play simulation scenarios that are developed from real-life clinical experiences is a cost-effective interactive strategy that enhances their communication and technical skills.

Author Affiliations: Associate Professor (Dr Dunn) and Professor (Dr Riley-Doucet), School of Nursing, Oakland University, Rochester, Michigan.

This study was funded by Center of Teaching and Learning, Oakland University.

The authors declare no conflicts of interest.

Correspondence: Dr Dunn, School of Nursing, Oakland University, 3041 Human Health Bldg, Rochester, MI 48309 (kdunn@oakland.edu).

Accepted for publication: June 25, 2016

Published ahead of print: August 12, 2016

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