Wilkes University

Clinical and Simulation-Based Learning

The division of Clinical and Simulation-based Learning facilitates student development using a combination of in-situ and simulation-based learning (SBL) opportunities.

Experiential learning activities help students build on knowledge they gain in the classroom setting.Using techniques such as pre-conference, pre-briefing, and concept mapping, students develop clinical reasoning skills. These skills are applied in clinical situations, inter-professional education (IPE), and SBL experiences to develop clinical nursing judgment skills. The development of clinical nursing judgment facilitates the transition from student to professional nurse and equips the nurse to succeed in an ever-changing health care setting.

Clinical Nursing Simulation Center

As part of the Passan School of Nursing here at Wilkes, the Clinical Nursing Simulation Center's mission is to provide structured learning activities in a simulation environment that will allow for the development and evaluation of clinical judgment in the student nurse.

Based on Patricia Benner’s theory of transitioning from novice to expert, the CNSC designs learning activities to assist the student in the development of clinical judgment. Tanner’s model for Clinical Simulation in Nursing facilitates the processes used for the structure of the simulation program at Wilkes. Lasater’s Clinical Judgment Rubric is used to evaluate the development of clinical judgment in the student nurse.

The goals of the CNSC are to:

  • Prepare students to apply knowledge to the clinical experience
  • Enhance and reinforce the student’s ability to meet clinical expectations and objectives
  • Bridge the gap between the expected and the actual clinical experience
  • Serve as a method of validating a student’s ability to build upon knowledge and experience through comprehensive clinical scenarios

Tools used in Simulation at Wilkes:

  • Anatomical models . These are used in the teaching of skills and in the return demonstration of skills and skill sets.
  • Low-fidelity manikins . These are manikins with limited human features. They can be used in simulations which focus on skill sets or clinical simulations that do not require patient interaction. Examples of our low-fidelity manikins are Noelle (birthing manikin), Susie (baby), Geri, Kelly and Anne. Low-fidelity manikins have changeable body parts and are compatible with some added features such as VitalSims.
  • High-fidelity manikins . These are manikins that reproduce human features such as voice and movement. Wilkes uses Guamard’s high-fidelity manikins. These are adult HAL, 5-year-old HAL, and 2-year-old HAL. These manikins operate in conjunction with a computer program. The computer is run by a nurse who controls the manikin in its responses to student activities. This interaction simulates a clinical situation.
  • VitalSims . VitalSims is a self-contained computerized system that works with low-fidelity manikins to add life-like features such as a heartbeat and breath sounds.
  • Standardized patients are humans who take on the role of a patient in a specific pre-determined clinical situation. CNSC staff and upperclassman often serve as standardized patients in clinical simulations at Wilkes.