Background: Student test scores in the pediatric portion were at a national percentile rank of 30,\nwhich was concerning. It was theorized that the main contributor to this dilemma was that the\nmajority of students were not able to have a pediatric clinical experience. Objective: The purpose\nof this project was to determine if the addition of pediatric simulation scenarios would have an\nimpact on student learning as evidenced by end of level test scores. Method: A convenience sample\n(n = 100) of first year nursing students attending a university in the western United States participated\nin this project. This was a mixed methods study. A quasi-experimental design was used to\ncompare test scores of both a non-intervention group and an intervention group of students. A 5\npoint Likert scale questionnaire was also using post-intervention to assess for changes in perceptions\nof self-confidence. Results: After implementation of the pediatric focused scenarios, students�\ntest scores increased to the 95th percentile. This 65 percentile increase is a significant change that\nsuggests that pediatric simulation is effective in improving student exam performance. In addition,\n81% of students also reported perceptions of increased levels of self-confidence after implementation\nof simulation scenarios. Conclusion: The findings suggest that simulation is an effective way\nto create alternative pediatric clinical experiences which can, in turn, increase student comprehension,\ntest scores, and self-confidence.
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