Enhancing clinical reasoning and student confidence through pediatric simulation.

Background: The education-to-practice gap is magnified in pediatric nursing due to decreasing pediatric content offered in undergraduate programs, including less pediatric clinical time and inconsistent and inadequate clinical experiences.
Purpose: Examine student perceptions of learning and confidence by comparing a high-fidelity pediatric simulation series and acute care pediatric clinical.
Methods: The SET-M tool compared settings and included open-ended questions to add insight.
Sample: In an undergraduate nursing program in a university in the Midwest United States, 124 students completed the anonymous survey rating each experience for learning and confidence in assessment, clinical decision-making, communication, and safety.
Results: Students rated the simulation series higher than clinical for all categories except patient communication.
Conclusion: Student perceptions of learning in high-fidelity simulation revealed increased confidence and competence and the belief that simulation complements the clinical experience and bridges the theory and clinical courses.
Competing Interests: Declaration of competing interest The author has no conflicts of interest to disclose. This research received no specific grant from the public, commercial, or not-for-profit funding agencies.
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