Award Date

May 2018

Degree Type


Degree Name

Doctor of Nursing (ND)



First Committee Member

Jessica Doolen

Second Committee Member

Marcia Clevesy

Third Committee Member

Richard D. Tandy

Number of Pages



Increased demand for clinical experiences, lack of clinical sites, and shortages of qualified nursing faculty are reasons undergraduate nursing programs are seeking to utilize simulation to meet student learning needs. High-fidelity simulation (HFS) gives students the

opportunity to develop technical skills, enhance critical thinking skills, and apply theoretical concepts to clinical presentations in a controlled, safe environment. There is mounting interest in replacing traditional clinical hours with simulated practice experiences, particularly in specialty nursing areas like obstetrics. Despite literature supporting HFS and the positive effects of its use in undergraduate nursing education, faculty remain unfamiliar with the process of integrating simulation into undergraduate nursing curriculums effectively.

Guided by the National League for Nursing (NLN) Jeffries Simulation Theory (2016), this Doctor of Nursing practice (DNP) project aimed to create a maternal-newborn HFS to replace traditional clinical hours and resolve maternal-newborn clinical barriers for undergraduate nursing students at a rural, associate degree nursing program. The eight-hour, four station HFS was systematically created to fill gaps in clinical experiences in the existing maternal-newborn course at the college. The project introduced HFS to the maternal-newborn

didactic and clinical faculty through an education session and participation in the created HFS. The project utilized pre- and post-simulation open-ended surveys to measure changes in knowledge, perception, and likelihood to adopt before and after training. Results of the project demonstrated a significant improvement in faculty knowledge after the training as well improvement in perceptions and an identified increase in likelihood to adopt HFS as part of the maternal-newborn curriculum. As undergraduate nursing programs move to integrate more simulation into existing curriculum, it is important to examine faculty perceptions and intentions toward simulation to understand and more effectively implement it as a viable replacement to traditional clinical experiences for students.


High-Fidelity Simulation; Maternity Nursing; NLN Jeffries Simulation Theory; Nursing Clinical Education; Undergraduate Clinical Competencies



File Format


Degree Grantor

University of Nevada, Las Vegas




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