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Simulation-Based Clinical Preparation for Student-Led Clinics: Empowering Person-Centered Care in Underserved Communities

Van Gip-Duran, DNP, APRN, FNP-C

Gwen Latendresse, PhD, CNM, FACNM, FAAN (Project Director)

Diane Chapman, DNP, APRN, FNP-C, CNE

Ann Butt, EdD, RN, CHSE, ANEF

Somer Aly, MBA, Program Manager

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DISCLOSURES

The Health Resources and Services Administration (HRSA) Advanced Nursing Education Workforce (ANEW) grant: T94HP32908 (PD: Latendresse, G.), Department of Health and Human Services (HHS) provided financial support for this project.

We have no other disclosures

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Introduction & Overview

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Simulation-based learning prepares students for real-world practice.

Focus on student-led clinics in underserved communities.

Pilot project to enhance readiness of students and preceptors.

Mixed-methods evaluation of simulation sessions.

This pilot project explores how simulation-based learning helps students prepare for clinical practice in realistic, hands-on environments, and navigate uncertainty and resource constraints.
The focus is on student-led clinics that serve underserved communities, empowering future nurse practitioners to lead with compassion and adaptability.
The training sessions were designed to support both students and their clinical preceptors, helping them build confidence and practical readiness.
To assess the impact, we used a mixed-methods pilot study approach, combining surveys with feedback from participants and observers. Focused on sustainable care delivery and 1 preceptor with 6 student mentorship approach.
This overview sets the stage for understanding how structured simulation can improve preparation and collaboration in outpatient settings. Capturing lessons that help clinics not just survive but thrive.

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Methods

Design	Mixed-methods pilot using post-experience survey evaluation of high-fidelity simulation
Session Structure and Participants	Five 4-hour sessions with:�• Students (n=28)�• Clinical Preceptors (n=3)�• Observers (n=22)�• Standardized Patients (n=16)
Use of Electronic Health Records	Epic playground used to simulate EHR documentation and clinical workflow during training
Data Collection	• SET-M questionnaires (adapted, 3-point scale)�• Post-session surveys�• Qualitative data: participant & observer comments, simulation debrief narratives

Let’s walk through the methods we used for this pilot study.

We designed a mixed-methods pilot, centered around a post-experience survey evaluation of a high-fidelity simulation. This approach allowed us to capture both quantitative and qualitative insights into the training experience.

We conducted five four-hour simulation sessions, involving a diverse group of participants: 28 DNP students, 3 clinical preceptors, 22 observers, and 16 standardized patients

To enhance clinical scenario’s, we incorporated the Epic playground. This allowed participants to practice documentation and navigate clinical workflows in a way that closely mirrors real-world practice.

For data collection, we used several tools:

-Simulation Effectiveness Tool – Modified (SET-M), using a 3-point scale

-Post-session surveys to gather immediate feedback

-And qualitative data, including participant and observer comments, as well as narratives from the simulation debriefs

Together, these methods provided a comprehensive view of how the simulation impacted student readiness and engagement in complex clinical environments.

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Results

Students

>90% reported increased confidence in delivering safe, evidence-based care to underserved populations.

Preceptors

>90% felt more confident mentoring in student-led clinics and providing team-based care.

Standardized Patients

>90% rated interactions and overall clinic experience as excellent.

Observers

Reported strong engagement and skill development among participants.

The results revealed overwhelmingly positive feedback across four key groups: students, preceptors, standardized patients, and observers.

More than 90% of students reported a significant increase in their confidence when delivering safe, evidence-based care to underserved populations. This suggests that the experience provided by the simulations effectively enhances student preparedness in clinical settings.

Similarly, over 90% of preceptors expressed greater confidence in mentoring students within these clinics and in providing team-based care, indicating that the collaborative environment fosters professional development for both preceptors and students.

Standardized patients rated their interactions and the overall clinic experience as excellent, with more than 90% expressing high satisfaction. This feedback underscores the quality and realism of the training environment.

Lastly, observers noted strong engagement and skill development among participants, highlighting the program’s success in cultivating essential clinical and interpersonal skills. These findings collectively demonstrate the effectiveness of student-led clinics in enhancing educational outcomes and professional growth for all involved parties.

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“This was one of the most beneficial experiences I have had in my DNP education thus far. I have learned more compassion and how to become a more effective provider. This has been priceless to me. Makes me so grateful I chose the U”

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Outcomes

• High satisfaction and increased confidence among students and preceptors.

• Meaningful learning experiences reported.

• High patient satisfaction with student-led care.

• Students felt supported and engaged, especially around social determinants of health.

This is the overall outcomes from our simulation-based training pilot.

First, we saw high levels of satisfaction and confidence reported by both students and clinical preceptors. Participants consistently expressed that the simulation experience was valuable and helped them feel more prepared for real-world clinical challenges.

Second, the simulations created meaningful learning experiences. Students found the scenarios effective for practicing how to manage unique patient situations, especially those involving social determinants of health and person-centered care.

Third, feedback from standardized patients was overwhelmingly positive. They reported high satisfaction with the care they received during the simulations, which helps validate the quality of student-led interactions and communication.

Finally, clinical practice development was clearly observed. Our observers noted strong engagement from students and visible growth in clinical skills throughout the sessions, highlighting the effectiveness of this training model in preparing students for complex care environments.

These findings support the value of simulation-based training in enhancing readiness and confidence among future healthcare providers.

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“Very professional, courteous, straight forward. Sat down face-to-face. Looked me in the eyes. Questioned in a way that made me answer.”

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This quote from a Standardized Patient highlights the power of presence in clinical communication.

It’s not just about asking the right questions, it’s about how we ask them. Sitting face-to-face, making eye contact, and creating a space where the patient feels seen and heard.

One SP shared that during a simulation, the student didn’t rush. They paused, listened, and asked questions with intention. That approach made the SP reflect more deeply and respond more honestly.

That quote reminded me why we do this. In that simulation, the student didn’t just follow a checklist, they showed up as a human being. They created a space where the patient felt safe enough to be vulnerable. Because in healthcare, it’s easy to get lost in protocols and procedures. These moments are where learning becomes real, where professionalism meets empathy.

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Recommendations for Improvement

Increase focus on social determinants of health.

Enhance interprofessional collaboration.

Improve clinic workflow and care planning.

Incorporate language interpreter roles.

Expand simulation to larger cohorts.

Of course, no pilot is perfect. We identified key areas for growth.

First, we emphasized interprofessional collaboration. By involving diverse healthcare roles, we created a rich learning environment that mirrors the dynamics of clinical settings. This not only improved teamwork but also deepened students’ understanding of collaborative care.

Second, we introduced interpreter roles into the simulations. This addition was crucial for addressing linguistic diversity. It helped students practice communication and highlighted the importance of language access in delivering culturally sensitive care.

Third, we worked on refining clinic workflows within the simulation. By improving the flow of patient care and documentation, we increased the authenticity of the experience and made the training more effective and engaging for participants.

Finally, we implemented a system of continuous feedback and adaptation. Participant input and observer insights were used to improve the simulation model, ensuring it remains comprehensive, relevant, and impactful for future training sessions.

These enhancements collectively strengthen the simulation’s ability to prepare students for the realities of community-based clinical practice.

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Conclusion

Simulation Training Benefits

Simulation-based training improves student autonomy and clinical readiness for student-led clinics.

Addressing Healthcare Gaps

The model reduces healthcare disparities by preparing providers for underserved populations.

Faculty and Staff Support

Faculty and clinicians play a vital role in sustaining and evolving clinical education models.

Future of Clinical Education

Embracing simulation is key to empowering the next generation of healthcare providers.

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As we reflect on the outcomes of this pilot, several key benefits of simulation-based training stood out.

First, we found that simulation significantly improves student autonomy and clinical readiness. By engaging in clinical scenarios, students gain the confidence and skills needed to lead care in student-led clinics.

Second, this model helps close gaps in healthcare access. By preparing students to work effectively in resource-limited settings, we support better care delivery where it’s needed most.

Third, the success of this training model depends heavily on faculty and staff support. Clinical educators and preceptors are essential in sustaining and evolving these educational experiences. Their guidance ensures that students are not only clinically prepared but also compassionate and culturally responsive.

Finally, looking ahead, it’s clear that simulation is central to the future of clinical education. Embracing these methods empowers the next generation of healthcare providers to meet the challenges of modern practice with skill, empathy, and adaptability.

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THANK YOU

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