Open Journal of Nursing

Volume 5, Issue 8 (August 2015)

ISSN Print: 2162-5336   ISSN Online: 2162-5344

Google-based Impact Factor: 0.87  Citations  

Improving First Year Nursing Student’s Test Scores through Pediatric Simulation

HTML  XML Download Download as PDF (Size: 393KB)  PP. 735-739  
DOI: 10.4236/ojn.2015.58076    4,344 Downloads   5,457 Views  Citations


Background: Student test scores in the pediatric portion were at a national percentile rank of 30, which was concerning. It was theorized that the main contributor to this dilemma was that the majority of students were not able to have a pediatric clinical experience. Objective: The purpose of this project was to determine if the addition of pediatric simulation scenarios would have an impact on student learning as evidenced by end of level test scores. Method: A convenience sample (n = 100) of first year nursing students attending a university in the western United States participated in this project. This was a mixed methods study. A quasi-experimental design was used to compare test scores of both a non-intervention group and an intervention group of students. A 5 point Likert scale questionnaire was also using post-intervention to assess for changes in perceptions of self-confidence. Results: After implementation of the pediatric focused scenarios, students’ test scores increased to the 95th percentile. This 65 percentile increase is a significant change that suggests that pediatric simulation is effective in improving student exam performance. In addition, 81% of students also reported perceptions of increased levels of self-confidence after implementation of simulation scenarios. Conclusion: The findings suggest that simulation is an effective way to create alternative pediatric clinical experiences which can, in turn, increase student comprehension, test scores, and self-confidence.

Share and Cite:

Harris, J. , Berghout, T. and Anderson, P. (2015) Improving First Year Nursing Student’s Test Scores through Pediatric Simulation. Open Journal of Nursing, 5, 735-739. doi: 10.4236/ojn.2015.58076.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.