Experiences of undergraduate nursing students of standardized patient methodology in their transition to nursing practice in Ontario Canada

Abstract

This study was conducted to explore and understand undergraduate nursing students’ experiences with standardized-patient methodology during their final year of study and to identify the value of this form of teaching-learning approach in transition to practice milieus. The study, which employed qualitative-case-study research design, followed three undergraduate students who were individually videotaped interacting with two standardized patients during two clinical scenarios. The videotaping was followed by stimulated recall of the two interactions. Finally, participants were interviewed individually about their experiences with this form of methodology. A thematic analysis was conducted to derive themes and subthemes from contents of the videotapes, individual stimulated-recall sessions, and individual interviews. Four themes and nine subthemes emerged through thematic analysis. These results endorse the utility of standardized patient methodology; further, they offer suggestions for enhancing and expanding its use. This exploration of student responses to standardized-patient methodology enhances integration of complex realities, thus creating a bridge between theory and practice and magnifying the benefits of this approach.