Poster
Bachelor of Science in Nursing students report feeling unprepared for their critical care rotations. A formative day-long simulation was developed with debriefing using the PEARLS framework. This simulation-based experience enhanced student readiness for clinical rotation by addressing the gap between theory and practice, providing a safe learning environment, and fostering reflective practice. Conducting rigorous research to assess the effectiveness of this simulation compared to traditional teaching methods can provide evidence to guide future educational practices.
McGill University, Montreal
McGill University, Montreal
McGill University, Montreal