Adding Clinical Meaning to Hybrid Prelicensure Nursing Skills Education: Simulated Patients and Demo Medications to Reduce Modality-Based Learning Gaps

Authors

• Amanda L. Rudman, Fort Hays State UniversityFollow

Abstract

Hybrid nursing students often practice psychomotor skills in home environments that lack an authentic clinical context. This may contribute to gaps in clinical reasoning and application when compared with students who practice in on-campus settings. This difference may limit students’ ability to connect their skills to patient care situations and safely apply their knowledge in practice. The purpose of this evidence-based curriculum project is to reduce these learning gaps by using diagnosis-based simulated patient scenarios, medication administration records (MARs), and specific intravenous (IV) medications in hybrid nursing skills education. This project follows the ACE Star Model of Knowledge Transformation, which combines the latest research on simulation-based and hybrid learning into a structured educational approach. Research shows that simulation-based learning improves nursing students’ knowledge and psychomotor skills, especially when these experiences are well-structured and repeated (Alharbi et al., 2024). The project will introduce a series of simulated patients that provide a consistent clinical context across different skills, such as IV push and IV piggyback medication administration. Outcomes will be measured using midterm student satisfaction surveys, skills performance check-offs, and evaluations of clinical reasoning based on standardized rubrics. We expect that adding contextualized simulation and demonstration materials will boost knowledge retention, enhance medication safety, and improve clinical judgment. This project aims to advance hybrid nursing education, offering fair and meaningful learning experiences that better prepare students for real-world practice.

Faculty Advisor

Christine Hober, PhD, MSN, RN-BC, CNE

Department/Program

Nursing

Submission Type

online only poster

Date

3-29-2026

Rights

Copyright the Author(s)

Recommended Citation

Rudman, Amanda L. (2026) "Adding Clinical Meaning to Hybrid Prelicensure Nursing Skills Education: Simulated Patients and Demo Medications to Reduce Modality-Based Learning Gaps," SACAD: Scholarly Activities: Vol. 2026, Article 26.
Available at: https://scholars.fhsu.edu/sacad/vol2026/iss2026/26