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المؤلفون: William D Kocher, Gonzalo A. Carrasco, Matthew Gentile, Megan M. Murphy, Kathryn C. Behling, Julieta E. Barroeta, Myriam Cruz, Katherine Stewart
المصدر: American Journal of Clinical Pathology. 156:794-801
مصطلحات موضوعية: Adult, Male, Pathology, medicine.medical_specialty, 020205 medical informatics, 02 engineering and technology, Final examination, 03 medical and health sciences, 0302 clinical medicine, Academic Performance, 0202 electrical engineering, electronic engineering, information engineering, medicine, Humans, Curriculum, Internet, Microscopy, business.industry, 030206 dentistry, General Medicine, Self-Directed Learning as Topic, Cohort, Autodidacticism, Female, Medical school curriculum, business, Hematology+Oncology, Virtual microscopy, Education, Medical, Undergraduate
الوصف: Objectives To evaluate the ability of pathology modules to promote learning of pathology-related course content in a preclinical medical education curriculum. Methods Pathology modules were created for the “Hematology/Oncology” and “Women’s Health” (WH) courses. Students were recruited over 2 consecutive academic years; cohorts 1 and 2 refer to 2 separate groups of students in years 1 and 2, respectively, of the study. Course performance data were collected. Results Use of pathology modules resulted in a statistically significant higher correlation between performance on the final examination and pathology-related questions in the Hematology/Oncology course and written examination and pathology-related questions in cohort 1 in the WH course. There was statistically significant improvement (P = .026) on pathology-related laboratory practical examination questions in the WH course for cohort 1, and no other statistically significant improvement for the other cohorts and examinations. The percentage of students completing all or part of the modules was highest in the WH course for cohort 1 (60%) compared with WH course cohort 2 (33%) and Hematology/Oncology cohort 1 (30%) and cohort 2 (39%). Conclusions Pathology modules may improve acquisition and retention of pathology-related course content when used appropriately.
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المؤلفون: Anne M. Stiggelbout, Marjolein H. J. van de Pol, Jean W M Muris, Esther Giroldi, Angelique A. Timmerman, Anouk Baghus, Trudy van der Weijden
المساهمون: Family Medicine, RS: CAPHRI - R6 - Promoting Health & Personalised Care, RS: SHE - R1 - Research (OvO), RS: CAPHRI - R5 - Optimising Patient Care, Family Medicine Education, RS: CAPHRI other
المصدر: Academic Medicine, 96(1), 126-133. LIPPINCOTT WILLIAMS & WILKINS
Academic Medicine
Academic Medicine, 96, 126-133
Academic Medicine, 96, 1, pp. 126-133مصطلحات موضوعية: Adult, Male, TRAINING HEALTH-PROFESSIONALS, Delphi Technique, 020205 medical informatics, Process (engineering), media_common.quotation_subject, MEDLINE, Delphi method, 02 engineering and technology, Healthcare improvement science Radboud Institute for Health Sciences [Radboudumc 18], Education, Young Adult, 03 medical and health sciences, CONSENSUS GROUP-METHODS, 0302 clinical medicine, Multidisciplinary approach, Surveys and Questionnaires, 0202 electrical engineering, electronic engineering, information engineering, Humans, Quality (business), care, 030212 general & internal medicine, Curriculum, media_common, computer.programming_language, Medical education, Self-Directed Learning as Topic, communication, Research Reports, General Medicine, Competency-Based Education, Education, Medical, Graduate, ComputingMethodologies_DOCUMENTANDTEXTPROCESSING, Female, Psychology, Decision Making, Shared, computer, Delphi
الوصف: Supplemental Digital Content is available in the text.
Purpose Although shared decision making (SDM) is considered the preferred approach in medical decision making, it is currently not routinely used in clinical practice. To bridge the transfer gap between SDM training and application, the authors aimed to reach consensus on entrustable professional activities (EPAs) for SDM and associated behavioral indicators as a framework to support self-directed learning during postgraduate medical education. Method Using existing literature on SDM frameworks and competencies; input from an interview study with 17 Dutch experts in SDM, doctor–patient communication, and medical education; and a national SDM expert meeting as a starting point, in 2017, the authors conducted a modified online Delphi study with a multidisciplinary Dutch panel of 32 experts in SDM and medical education. Results After 3 Delphi rounds, consensus was reached on 4 EPAs—(1) the resident discusses the desirability of SDM with the patient, (2) the resident discusses the options for management with the patient, (3) the resident explores the patient’s preferences and deliberations, and (4) the resident takes a well-argued decision together with the patient. Consensus was also reached on 18 associated behavioral indicators. Of the 32 experts, 30 (94%) agreed on this list of SDM EPAs and behavioral indicators. Conclusions The authors succeeded in developing EPAs and associated behavioral indicators for SDM for postgraduate medical education to improve the quality of SDM training and the application of SDM in clinical practice. These EPAs are characterized as process EPAs for SDM in contrast with content EPAs related to diverse medical complaints. A next step is the implementation of the SDM EPAs in existing competency-based workplace curricula.وصف الملف: application/pdf
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::41a181845c2e23cf87ed71458a66cddd
https://doi.org/10.1097/acm.0000000000003618 -
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المؤلفون: Glenn Regehr, Farhana Shariff, Rose Hatala
المصدر: Academic Medicine. 95:523-526
مصطلحات موضوعية: Models, Educational, Process management, Self-Directed Learning as Topic, Education, Medical, 020205 medical informatics, Point (typography), Computer science, Process (engineering), Debriefing, Perspective (graphical), 02 engineering and technology, General Medicine, Education, Simulation training, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, Humans, 030212 general & internal medicine, Set (psychology), Self-regulated learning, Goals, Simulation Training
الوصف: The complex and dynamic nature of the clinical environment often requires health professionals to assess their own performance, manage their learning, and modify their practices based on self-monitored progress. Self-regulated learning studies suggest that while learners may be capable of such in situ learning, they often need guidance to enact it effectively. In this Perspective, the authors argue that simulation training may be an ideal venue to prepare learners for self-regulated learning in the clinical setting but may not currently be optimally fostering self-regulated learning practices. They point out that current simulation debriefing models emphasize the need to synthesize a set of identified goals for practice change (what behaviors might be modified) but do not address how learners might self-monitor the success of their implementation efforts and modify their learning plans based on this monitoring when back in the clinical setting. The authors describe the current models of simulation-based learning implied in the simulation literature and suggest potential targets in the simulation training process, which might be optimized to allow medical educators to take full advantage of the opportunity simulation provides to support and promote ongoing self-regulated learning in practice.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fb628b18510da795de4830ea44b93067
https://doi.org/10.1097/acm.0000000000003078 -
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المؤلفون: Elizabeth A. Nelson, Anita V. Shelgikar, Kimberly D. Lomis, Sally A. Santen, Richard E. Hawkins, Allan R. Tunkel, David Henderson, George C. Mejicano, Susan E. Skochelak, Helen Morgan
المصدر: Academic Medicine. 95:194-199
مصطلحات موضوعية: Medical education, Quality management, 020205 medical informatics, Process (engineering), Computer science, Communication, Best practice, Medical school, Graduate medical education, Guidelines as Topic, 02 engineering and technology, General Medicine, Education, 03 medical and health sciences, 0302 clinical medicine, Handover, Education, Medical, Graduate, Self-Directed Learning as Topic, Accelerating change, Individualized learning, ComputingMilieux_COMPUTERSANDEDUCATION, 0202 electrical engineering, electronic engineering, information engineering, Humans, 030212 general & internal medicine, Education, Medical, Undergraduate
الوصف: An important tenet of competency-based medical education is that the educational continuum should be seamless. The transition from undergraduate medical education (UME) to graduate medical education (GME) is far from seamless, however. Current practices around this transition drive students to focus on appearing to be competitively prepared for residency. A communication at the completion of UME-an educational handover-would encourage students to focus on actually preparing for the care of patients. In April 2018, the American Medical Association's Accelerating Change in Medical Education consortium meeting included a debate and discussion on providing learner performance measures as part of a responsible educational handover from UME to GME. In this Perspective, the authors describe the resulting 5 recommendations for developing such a handover: (1) The purpose of the educational handover should be to provide medical school performance data to guide continued improvement in learner ability and performance, (2) the process used to create an educational handover should be philosophically and practically aligned with the learner's continuous quality improvement, (3) the educational handover should be learner driven with a focus on individualized learning plans that are coproduced by the learner and a coach or advisor, (4) the transfer of information within an educational handover should be done in a standardized format, and (5) together, medical schools and residency programs must invest in adequate infrastructure to support learner improvement. These recommendations are shared to encourage implementation of the educational handover and to generate a potential research agenda that can inform policy and best practices.
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::39b7f99ec00e89dab287b368c4078387
https://doi.org/10.1097/acm.0000000000002915 -
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المؤلفون: Alexandria Garino
المصدر: Advances in Health Sciences Education. 25:337-361
مصطلحات موضوعية: Male, Students, Medical, Formative Feedback, 020205 medical informatics, Mindset, Context (language use), 02 engineering and technology, Models, Psychological, Goal theory, Grounded theory, Education, Interviews as Topic, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, Meaning-making, Mathematics education, Humans, 030212 general & internal medicine, Self-regulated learning, Qualitative Research, General Medicine, Self Concept, Physician Assistants, Self-Directed Learning as Topic, Female, Corrective feedback, Adaptive learning, Psychology, Education, Medical, Undergraduate
الوصف: Educators have long noticed differences in how students receive and use feedback. Despite the development of best practice guidelines, some learners in the health professions still struggle to incorporate corrective feedback. To date, little research has been done to examine learner characteristics and how those traits might explain differences in feedback-related behavior. A qualitative study using a constructivist, grounded theory approach was conducted to examine the behaviors and learner characteristics that contribute to successful use of feedback. Medical and physician assistant students in their clinical years at one academic health center were interviewed to determine how they used feedback to learn. An overarching theory was developed to explain the process used by students who successfully used feedback. Participants needed to be ready, willing, and able to learn from feedback. Readiness required the learner to hear the corrective feedback without negative emotion and understand how to use the criticism. Willingness required a valuing process that resulted in meaning making. It also required motivation and a growth mindset. Able learners needed to utilize strategic learning behaviors to incorporate feedback into practice change. Barriers to feedback use included emotional interference, inability to create a positive narrative around the feedback encounter and understand it as part of a larger context, and the inability to utilize adaptive learning strategies. The paper considers important education theories, such as Self-regulated Learning and Achievement Goal Theory-theories that should be incorporated into future research.
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المؤلفون: Prabha Parthasarathy, Andrea Manfrin, Bugewa Apampa
المصدر: Journal of Educational Evaluation for Health Professions
Journal of Educational Evaluation for Health Professions, Vol 16 (2019)مصطلحات موضوعية: Male, Students, Medical, 020205 medical informatics, Universities, media_common.quotation_subject, lcsh:Medicine, Pharmacy, Resistance (psychoanalysis), 02 engineering and technology, Education, Perception, Surveys and Questionnaires, 0202 electrical engineering, electronic engineering, information engineering, Humans, Learning, Students, media_common, Response rate (survey), Pharmacies, Medical education, lcsh:LC8-6691, Self-Directed Learning as Topic, lcsh:Special aspects of education, business.industry, 05 social sciences, lcsh:R, B230, 050301 education, United Kingdom, Group Processes, Team-based learning, Students, Pharmacy, General Health Professions, Cohort, Cohort studies, Female, Curriculum, Educational Measurement, business, Psychology, Self-directed learning as topic, 0503 education, Cohort study, Research Article
الوصف: Purpose\ud \ud This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.\ud \ud \ud Methods\ud \ud Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.\ud \ud \ud Results\ud \ud The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.\ud \ud \ud Conclusion\ud \ud This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.
وصف الملف: application/pdf
URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::778dcd3589a820c1ee50468299695734
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المؤلفون: Röcker, Navina, Lottspeich, Christian, Braun, Leah T., Lenzer, Benedikt, Frey, Jessica, Fischer, Martin R., Schmidmaier, Ralf
المصدر: GMS Journal for Medical Education; VOL: 38; DOC43 /20210215/
GMS Journal for Medical Education, Vol 38, Iss 2, p Doc43 (2021)
GMS Journal for Medical Educationمصطلحات موضوعية: Male, Students, Medical, undergraduate medical education, 020205 medical informatics, education, selbstgesteuertes Lernen, lcsh:Medicine, 02 engineering and technology, learning objective, Article, 03 medical and health sciences, 0302 clinical medicine, self-directed learning, 0202 electrical engineering, electronic engineering, information engineering, Humans, Learning, 030212 general & internal medicine, Lernziel, curricular development, lcsh:LC8-6691, lcsh:Special aspects of education, Teaching, lcsh:R, klinisches Praktikum, 610 Medical sciences, Medicine, medizinische Ausbildung, curriculare Entwicklung, ddc: 610, Self-Directed Learning as Topic, Female, clinical clerkship, Clinical Competence, Curriculum, Education, Medical, Undergraduate
الوصف: Background: The main aim of medical curricula is to prepare students for the first day at the work place. While teaching clinical competence is pivotal, clinical clerkships are often the last chance to close knowledge gaps with the help of clinical teachers. Self-directed learning is a dynamic field for research within medical education, though its curricular implementation is rare. This study focuses on the needs assessment of clinical clerkships using the concept of self-directed learning. Methods: The study comprised an educational experience at the Ludwig-Maximilians Universität (LMU) Munich. Medical students (n=1446, 59% female) in their second clinical year were instructed to specify learning objectives (LOs) by Doran`s SMART criteria and to gauge the probability of their fulfilment prior to the mandatory clerkship. In a second questionnaire one week later, the students rated the actual subjective fulfilment of the LOs. Data was coded with regards to the German National Catalogue of Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) and investigated qualitatively. Factors that determine goal achievement were collected and coded binary (barrier vs. enabler). Univariate analysis was used when appropriate. Results: The acquisition of “clinically practical abilities” (29%), “diagnostic methods” (21%) and “professional communication” (13%) were the LOs mentioned most. Throughout the week, subjective fulfilment diminished. Rich (vs. poor) availability to “practical exercise” (31%), “engagement of the physicians and other medical staff” (27%) and “personal initiative” (23%) resulted in higher subjective fulfilment. Conclusions: The self-chosen LOs reflect the needs of students for which the clinical teacher should be prepared. Considering these findings, it seems possible to close practical training gaps. We support the consideration of establishing curricular anchored self-directed learning in clinical clerkships. Further empirical studies would be beneficial in revealing its positive effects on the learning progress.
Hintergrund: Das höchste Ziel medizinischer Praktika ist es, die Studierenden auf ihren ersten Arbeitstag vorzubereiten. Obwohl die Lehre von klinischer Kompetenz von zentraler Bedeutung ist, bieten klinische Praktika oftmals die letzte Gelegenheit, Wissenslücken mit der Hilfe eines Lehrers aus dem klinischen Bereich zu schließen. Selbstgesteuertes Lernen erweist sich als ein dynamisches Forschungsgebiet in der medizinischen Ausbildung, und dennoch erfolgt seine curriculare Implementierung nur selten. Die vorliegende Studie konzentriert sich unter Anwendung des Konzepts des selbstgesteuerten Lernens auf die allgemeine Bedarfsanalyse klinischer Praktika. Methoden: Die Studie umfasste eine Lernerfahrung an der Ludwig-Maximilians-Universität (LMU) München. Medizinstudenten (n=1446, 59% weiblich) aus dem zweiten klinischen Jahr wurden angeleitet, Lernziele (LZ) mit Hilfe von Doran`s SMART Kriterien zu spezifizieren. Vor Aufnahme des Pflichtpraktikums sollten sie abschätzen, wie wahrscheinlich sie es hielten, diese LZ zu erfüllen. Eine Woche später schätzten sie in einem zweiten Fragebogen ihre tatsächliche und subjektive Zielerreichung. Die erhobenen Daten wurden mit Bezug auf den deutschen Nationalen Kompetenzbasierten Lernzielkatalog Medizin (NKLM) codiert und qualitativ untersucht. Weiterhin wurden bestimmende Faktoren für die Zielerreichung erhoben, und binär codiert (Hindernis vs. Wegbereiter). Sofern angemessen, fand die Methode der univariaten Datenanalyse Anwendung. Ergebnisse: Das Erreichen von „Klinisch-praktische Fertigkeiten“ (29%), „Diagnostische Verfahren“ (21%) und „Ärztliche Gesprächsführung“ (13%) waren die am häufigsten angeführten LZ. Im Laufe der Woche nahm die Zuversichtlichkeit in die Zielerreichung ab. Letztere wurde höher bewertet sofern es reichlich (vs. wenig) Möglichkeiten gab für „Praxisübung“ (31%), „Engagement der Ärzte und des medizinischen Personals“ (27%) und „Eigeninitiative“ (23%). Schlussfolgerungen: Die selbstgewählten LZ sind ein Spiegel des Bedarfs von Studierenden, auf welchen die Lehrer vorbereitet sein sollten. Unter Berücksichtigung dieser Ergebnisse können Lücken in der praktischen Ausbildung möglicherweise geschlossen werden. Wir unterstützen die Überlegung, selbstgesteuertes Lernen in klinischen Praktika curricular zu verankern. Mit Hilfe weiterer empirischer Studien sollten die positiven Effekte auf den Lernfortschritt eindeutig herausgestellt werden.
GMS Journal for Medical Education; 38(2):Doc43URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::af185930b8643aeddfa3c6ad971ac77c
http://www.egms.de/en/journals/zma/2021-38/zma001439.shtml -
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المؤلفون: Michelle Daniel, Tamara Gay, Rajesh Mangrulkar, Paula Ross, Sara Weir, Emily Hogikyan, Owen Thompson, Sally Santen
المصدر: Perspectives on medical education, vol 8, iss 3
Perspectives on Medical Educationمصطلحات موضوعية: Students, Medical, 020205 medical informatics, media_common.quotation_subject, Judgement, 02 engineering and technology, Stress, Self-Control, Education, 03 medical and health sciences, 0302 clinical medicine, Medical, Failures/Surprises, 0202 electrical engineering, electronic engineering, information engineering, Humans, 030212 general & internal medicine, Students, Deferral, Set (psychology), media_common, Licensure, Medical education, Education, Medical, Resilience, Attendance, Flexibility (personality), Resilience, Psychological, Schedule (workplace), Professionalism, Wellness, Case-Control Studies, Self-Directed Learning as Topic, Self-regulation, Psychological, Psychology, Stress, Psychological, Autonomy, Program Evaluation
الوصف: Learning to self-regulate is an important aspect of professionalism. Thus, in 2015–16, the University of Michigan implemented a learner-centred ‘deferral’ policy called ‘trust and track’ in the preclinical phase. This gave students the autonomy to decide whether to attend required experiences, take quizzes and exams on schedule, or submit assignments on time. Surprisingly, quiz and exam deferrals remained relatively stable, but required experience deferrals more than doubled. While late assignments were not specifically tracked, there were multiple reports of assignments being months overdue. Some reasons for deferrals exhibited questionable judgement. Behavioural patterns carried forward, with an unusual spike in deferrals of licensure exams and requests for time off in the clinical phase. Wellness indices did not improve, despite learners having more autonomy and flexibility. It became clear to us that novice learners need clear professional expectations with limits to assist in developing professional behaviours. In 2016–17, we implemented a stricter policy that set clear expectations, established limits, and provided guidance on acceptable reasons to defer. We simultaneously implemented other measures to promote wellness. The moral of the story is that ‘training wheels’ are needed to help early learners develop the professional behaviours expected of practising physicians. Electronic supplementary material The online version of this article (10.1007/s40037-019-0520-7) contains supplementary material, which is available to authorized users.
وصف الملف: application/pdf
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9Seeking coherence between ‘mobile learning’ applications and the everyday lives of medical residents
المؤلفون: Alenoush Saroyan, Diana Ramos, Peter Nugus, Roland Grad
المصدر: Perspectives on Medical Education
مصطلحات موضوعية: Canada, Activities of daily living, 020205 medical informatics, Psychological intervention, Context (language use), 02 engineering and technology, Education, 03 medical and health sciences, 0302 clinical medicine, Credibility, Spaced learning, 0202 electrical engineering, electronic engineering, information engineering, Humans, Relevance (information retrieval), 030212 general & internal medicine, Qualitative Research, Medical education, Educational technology, Internship and Residency, Coherence (statistics), Mobile Applications, Incentive, Self-Directed Learning as Topic, Original Article, Psychology, Family Practice, Medical residency, Mobile learning technology
الوصف: Introduction The role of technology in health professions education has received increased research attention. Research has examined the interaction between humans and technology, focusing on the mutual influence between people and technology. Little attention has been given to the role of motivation and incentives in how learning technologies are used in relation to daily activities. This research aims to understand the relationship between medical-learning technology and its users. Methods A mixed-method case study of a new medical-learning mobile application (app) for family medicine residents was undertaken at a Canadian university hospital. The Information Assessment Method is a custom-made app to help residents prepare for the College of Family Physicians of Canada licensing examination. Residents’ use of the app was tracked over a 7-month period and individual, semi-structured interviews were conducted with users. Data were thematically analyzed and correlated with app use data. Results Factors identified as shaping residents’ mobile app use for learning, included: efficiency, mobility and resonance with life context; credibility of information retrieved; and relevance of content. Most influential was stage of residency. Second-year residents were more selective and strategic than first-year residents in their app use. Discussion An emphasis on coherence between self-directed learning and externally dictated learning provides a framework for understanding the relationship between users and mobile-learning technology. This framework can guide the design, implementation and evaluation of learning interventions for healthcare professionals and learners.
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المؤلفون: Elizabeth Gatewood
المصدر: Journal of Nursing Education. 58:102-106
مصطلحات موضوعية: 020205 medical informatics, Nurse practitioners, Interprofessional Relations, media_common.quotation_subject, 02 engineering and technology, Education, 03 medical and health sciences, Presentation, ComputingMilieux_COMPUTERSANDEDUCATION, 0202 electrical engineering, electronic engineering, information engineering, Humans, Nurse Practitioners, General Nursing, media_common, Medical education, Self-Directed Learning as Topic, 030504 nursing, Education, Nursing, Baccalaureate, Preceptor, Problem-Based Learning, Negotiation, Nursing Education Research, Clinical training, Preceptorship, Autodidacticism, Students, Nursing, Learning trajectory, 0305 other medical science, Psychology
الوصف: Background: Interprofessional (IP) clinical training experiences for nurse practitioner (NP) students are on the rise. Faculty interaction with students during clinical rotations varies. Therefore, students must be prepared to use self-directed learning (SDL) to maximize learning. Method: Using an SDL framework, this project prepared NP students for working with IP preceptors. A didactic presentation provided students with content on a typical clinical trajectory and common pitfalls. Subsequently, an innovative simulation experience allowed students to apply information, negotiate learning objectives, and discuss their professional role with an actor playing a physician preceptor. Results: Students prepared learning objectives to discuss with their preceptors. Students felt prepared to discuss their professional role and learning trajectory. Preceptors thought students were prepared for clinical rotations and ready to discuss their professional role and learning objectives. Conclusion: Innovative use of simulation increases NP students' ability to self-direct clinical experiences and better prepares them for working with IP preceptors. [ J Nurs Educ. 2019;58(2):102–106.]
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