| 1 |
Defenbaugh, Chikotas, 2016(2323. Defenbaugh N, Chikotas NE. [The outcome of interprofessional education: Integrating communication studies into a standardized patient experience for advanced practice nursing students]. Nurse Educ Pract. 2016;16(10:176-81.)
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Qualitative study |
Master’s students in an APN course (n=15). |
Assessed the impact of simulations with actors and facilitators specialized in communication in APN teaching. |
The use of simulations with actors permitted learning in a safe and supported environment, improved clinical awareness and communication skills. |
| 2 |
Benbenek, Dierich, Wyman, Avery, Juve, Miller, 2016(3131. Benbenek M, Dierich M, Wyman J, Avery M, Juve C, Miller J. Development and Implementation of a Capstone Objective Structured Clinical Examination in Nurse Practitioner and Nurse-Midwifery Programs. Nurse Educ. 2016;41(6):288–93.)
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Methodological |
Nurses studying APN. |
Developed, applied and assessed a tool (C-OSCE) to assess training during three years of APN training. |
The C-OSCE showed to be a valuable assessment method for clinical competency building and permitted identifying weaknesses in the APN training curriculum. |
| 3 |
Kowitlawakul, Chow, Salam, Ignacio, 2015(2424. Kowitlawakul Y, Chow YL, Salam ZH, Ignacio J. Exploring the use of standardized patients for simulation-based learning in preparing advanced practice nurses. Nurse Educ Today. 2015;35(7):894–9.)
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Qualitative, descriptive, exploratory study |
Master’s students in an Acute Care Program (n=7). |
Assessed the students’ perception on the use of actors and mannequins in simulation. |
Simulation involving actors contributed to realistic development, data collection, communication; but was limited to provide the patients’ signs and symptoms when compared to simulations using mannequins. |
| 4 |
Kesten, Brown, Meeker, 2015(2828. Kesten KS, Brown HF, Meeker MC. Assessment of APRN Student Competency Using Simulation: A Pilot Study. Nurs Educ Perspect. 2015;36(5):332–4.)
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Pilot study (effectiveness/feasibility) |
Students from a specialization course in critical care with at least two years of clinical experience. |
Assessed the feasibility and effectiveness of simulating complex cases in advanced practice competency assessment. The simulation involved mannequin use. |
Simulation using complex cases and mannequins permitted improvements in clinical management competencies, use of scientific evidence, patient safety, leadership skills, communication, cooperation and professionalism. |
| 5 |
Blackburn, Harkless, Garvey, 2014(3030. Blackburn LM, Harkless S, Garvey P. Using failure-to-rescue simulation to assess the performance of advanced practice professionals. Clin J Oncol Nurs. 2014;18(3):301–6.)
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Descriptive study |
Advanced practice professionals in oncology (n=14). |
Assessed the best method to measure the professionals’ performance of APN in specific oncology situations. Used simulations and practicums. |
The simulation demonstrated benefits in knowledge gaining, skills and teamwork, but is limited; although mannequins are easy to use, expertise is required and implementation costs are high. |
| 6 |
Walton-Moss, O’Neill, Holland, Hull, Marineau, 2012(2727. Walton-Moss B, O’Neill S, Holland W, Hull R, Marineau L. [Advanced practice nursing students: pilot test of a simulation scenario]. Collegian 2012];19(3):171-6)
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Pilot study |
Newly graduated nurses in APN in the specialties: Primary Health Care and Adult/Elderly Health Care (n=6). |
Described the construction, elaboration of a pilot test of a simulation scenario for clinical assessment of adult patient with chest pain and preliminary tests in this scenario. |
Simulation permitted encouraging the students to describe the lessons learned before actual patient care practices, granted conditions to develop a clinical history focused on the problem, identification/distinction of clinical changes based on physical examination focused on complaint; development of clinical reasoning and clinical judgment; promotion of patient safety, infection control and effective communication. |
| 7 |
Jeffries, Beach, Decker, Dlugasch, Groom, Settles, O’donne, 2011(2929. Jeffries PR, Beach M, Decker SI, Dlugasch L, Groom J, Settles J, et al. Multi-center development and testing of a simulation-based cardiovascular assessment curriculum for advanced practice nurses. Nurs Educ Perspect. 2011;32(5):316–22.)
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Quasi- experimental |
APN students in cardiology (n=36). |
Assessed a curriculum based on simulation for postgraduate nursing students in cardiology from four schools, which use simulation for cardiovascular skills training and assessment of cardiovascular skills using OSCE. |
The APN students were able to accomplish precise cardiovascular assessments after completing the simulation-based curriculum. Self-confidence increased, as well as technical skills. The strategy was considered important for technical and diagnostic reasoning skills. |
| 8 |
Corbridge, Robinson, Tiffen, Corbridge, 2010(3232. Corbridge SJ, Robinson PF, Tiffen J, Corbridge TC. Online Learning versus Simulation for Teaching Principles of Mechanical Ventilation to Nurse Practitioner Students. Int J Nurs Educ Scholarsh. 2010;7(1):1–9.)
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Experimental pre and post-test |
APN students in adult health, geriatrics and acute care (n=20). |
Verified the difference in knowledge gained and satisfaction of APN students about mechanical ventilation using two educational method, high-fidelity simulation and an online class with PowerPoint presentation. |
The study appointed that learning was equivalent, independently of the teaching method, but simulation offered greater satisfaction with the learning experience. |
| 9 |
Richardson, Resick, Leonardo, Pearsall, 2009(2525. Richardson L, Resick L, Leonardo M, Pearsall C. Undergraduate students as standardized patients to assess advanced practice nursing student competencies. Nurse Educ. 2009;34(1):12–6.)
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Qualitative study |
Undergraduate nursing students (n=22) and postgraduate students (n=20). |
High-fidelity simulation with standardized actors for clinical skills assessment of APN students through OSCE. The objective was for nursing students to discover the benefits of being a standardized patients. The scenarios consider the competencies for data collection, diagnostic skills and communication. |
The study highlighted that the students, as standardized patients, and APN students presented development in the cognitive and psychomotor domains. Being a standardized patient allowed the students to understand what nursing practice and the activities of APN are like. |
| 10 |
Tiffen, Graf, Corbridge, 2009(3333. Tiffen J, Graf N, Corbridge S. Effectiveness of a Low-fidelity Simulation Experience in Building Confidence among Advanced Practice Nursing Graduate Students]. Clin Simul Nurs. 2009;5(3):113–7.)
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Experimental before and after |
Nurses studying APN (n=32). |
Assessed the use of low-fidelity simulators for teaching heart and lung assessment skills. |
The simulation experience increased the confidence and improved the health assessment skills in the group of nursing students in advanced practice training. |
| 11 |
Aronowitz, Aronowitz, Mardin-Small, Kim, 2017(2626. Aronowitz T, Aronowitz S, Mardin-Small J, Kim B. Using Objective Structured Clinical Examination (OSCE) as Education in Advanced Practice Registered Nursing Education. J Prof Nurs. 2017;33(2):119–25.)
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Experience report |
Undergraduate nursing students enrolled in APN course. |
Assessed the use of OSCE to teach communication skills at a medical institution in the USA, in teaching nursing undergraduates enrolled in APN course. |
The OSCE showed to be a tool with benefits for advanced practice teaching and assessment, promoted effective learning with situations similar to clinical practice; training in stations reduced anxiety about reality. In addition, it appointed that the implementation starts with basic cases and evolves with increased complexity, which permitted better critical thinking. |
