Search

Backgrounds With the increasing use of simulation in nursing education and a growing acceptance of simulation as a component of student's clinical experiences, there is a need to provide evidence of a relationship between knowledge, performance in simulated task environments, and actual clinical performance. Methods This study used a pre/post test design to examine the relationship between standardized test scores and performance in real-time and simulated critical care settings. Performance in a simulated task environment and scores on standardized tests were examined before and after a 4-week critical care experience in a group of senior nursing students. Results Findings from the study demonstrate statistically significant relationships among the three variables. Conclusions Findings from the study provide evidence for the effectiveness of simulated scenarios as a means to assess clinical performance and to differentiate between high- and low-performing students.