Enhancing Nursing Student Perception of Rural Healthcare through Innovative Simulation Education

Authors

  • Jessica G. Smith, PhD, RN University of Texas at Arlington
  • Jennifer Roye, MSN, RN, CHSE, CNE University of Texas at Arlington
  • Melynda Hutchings, DNP, RN University of Texas at Arlington

DOI:

https://doi.org/10.14574/ojrnhc.v24i1.764

Keywords:

Rural Nursing Education, Simulation, Student Perceptions

Abstract

Purpose: Rural populations face healthcare access challenges, including rural care provider shortages and rural hospital closures. Simulation-based education could help prepare prelicensure nursing students to address healthcare access challenges for rural populations in their nursing practice through an empathetic approach, however, there is minimal evidence comparing the effectiveness of simulation and to non-simulation education methods on this topic. The purpose of this study was to compare the effectiveness of a simulation and non-simulation online nursing education intervention on nursing student empathy, confidence, knowledge, and advocacy to care for rural populations.

Sample: Prelicensure nursing students (n=25) enrolled in their final semester of nursing school completed this study.

Method: This study used a two-group pre-post-test design. The authors designed and created simulation-based and non-simulation-based interventions about rural population health piloted in a population and community health nursing course. Pre- post-survey data were collected about participant self-assessment of their empathy, confidence, knowledge, and advocacy.

Findings: Confidence and knowledge mean scores increased for both the simulation and non-simulation groups. The mean empathy score did not change for the simulation group from baseline, and a one point mean score increase in empathy was observed for the non-simulation group. The mean score for advocacy did not change for either simulation group. Using a mixed model to estimate effects of interventions, time, and age on confidence, there was a significant effect between time 1 and time 2 for confidence (F=9.02, p=0.01), but not a significant effect observed between the different simulation types, the interaction between time and the intervention type, or age.

Conclusions: Both the simulation and non-simulation online interventions created for this study provide an effective approach to instilling knowledge and confidence in prelicensure nursing students toward the rural population’s healthcare needs by introducing potential solutions to address the challenges of caring for rural populations.

Author Biographies

  • Jessica G. Smith, PhD, RN, University of Texas at Arlington

    Assistant Professor, College of Nursing and Health Innovation

     

  • Jennifer Roye, MSN, RN, CHSE, CNE, University of Texas at Arlington

    Assistant Dean for Simulation and Technology and Clinical Assistant Professor, College of Nursing and Health Innovation

  • Melynda Hutchings, DNP, RN, University of Texas at Arlington

    Clinical Assistant Professor, College of Nursing and Health Innovation

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Published

2024-05-03

Issue

Vol. 24 No. 1 (2024): Online Journal of Rural Nursing and Health Care, 24 (1)

Section

Articles

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