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A call to action

Building evidence for use of simulation in nurse practitioner education

Jeffries, Pamela R. PhD, RN, FAAN, ANEF, FSSH (Dean and Professor)1,2; Bigley, Mary Beth DrPH, APRN, FAAN (Chief Executive Officer)3; McNelis, Angela M. PhD, RN, FAAN, ANEF, CNE (Professor and Associate Dean)1; Cartier, Jeanne M. PhD, APRN, PMHNP-BC (Associate Professor/Graduate Faculty, DNP Coordinator and Dr. Donald B. Williams/LEQSF Regents Professorship)4; Pintz, Christine PhD, RN, FNP-BC, FAANP (Professor)1; Slaven-Lee, Pamela W. DNP, FNP-C, CHSE, FAANP (Senior Associate Dean and Clinical Associate Professor)1,2; Zychowicz, Michael E. DNP, ANP, ONP, FAAN, FAANP (Professor & Director, Lead Faculty, and Director)5

Journal of the American Association of Nurse Practitioners: November 2019 - Volume 31 - Issue 11 - p 627–632
doi: 10.1097/JXX.0000000000000335
Brief Report

ABSTRACT Leaders from national nursing organizations, nursing schools, and health care simulation vendors convened in early 2019 to discuss simulation in nurse practitioner (NP) education. Nurse practitioner clinical education needs a more standardized, efficient, and sustainable model to prepare NPs to provide quality care in complex health care systems. Currently, a major shortage of clinical sites and preceptors to educate students creates challenges for NP programs and nursing faculty. One strategy used by nursing programs to overcome this challenge is using simulation to provide clinical training for NP students in a safe, controlled environment. There remains, however, a lack of evidence linking these simulation experiences with clinical skills acquisition and program outcomes. Implementing competency-based education through standardized simulations has the potential to demonstrate quality, safety, and accountability across NP education programs. Ultimately, the expansion and acceptance of simulation hours in NP education is dependent on strong and favorable evidence from rigorous, high-quality studies.

1The George Washington University School of Nursing, Washington, District of Columbia,

2VSTC, Ashburn, Virginia,

3National Organization of Nurse Practitioner Faculties, Washington, District of Columbia,

4Dr. Donald B. Williams/LEQSF Regents Professorship in Nursing College of Nursing and Allied Health Professions, University of Louisiana Lafayette, Lafayette, Louisiana,

5Duke University School of Nursing, Durham, North Carolina

Correspondence: Pamela R. Jeffries, PhD, RN, FAAN, ANEF, FSSH, The George Washington University School of Nursing 1919 Pennsylvania Avenue NW, Suite 500, Washington, DC 20006; E-mail:

Competing interests: The authors report no conflicts of interest.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (

Authors' contributions: P.R. Jeffries initiated the original manuscript. M. B. Bigley and A. McNelis did the final edits. All authors contributed to the writing of the manuscript. All authors revised the manuscript for submission.

Received April 02, 2019

Received in revised form August 19, 2019

Accepted August 22, 2019

© 2019 American Association of Nurse Practitioners
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