Using simulation to evaluate exam scores in a public health nursing course

Régine Placide Reaves, Evan M. McEwing, Yui Matsuda, Ruth Everett-Thomas

Research output: Contribution to journalArticlepeer-review


Objective: Public health nursing courses typically incorporate clinical components but rarely offer simulation education as part of clinical practice. There is limited research examining the impact of simulation for public health nursing courses on final exam scores. The objective of this study was to determine the impact of simulation training on final exam scores in a public health nursing course. Design: Public health scenarios were created to provide hands-on experience in two settings. Home and school environments were used with discussion of students’ performance during debriefing. Sample: Using a convenience sample, final exam scores were compared between nursing students (n = 79) who participated in a public health nursing simulation and two similar student groups (n = 97) that did not participate in simulation. Results: Students with simulation training scored higher in both public health domains (Community Health; Clinical Prevention and Population Health). A significant difference in total mean final scores (p =.04; p =.02) was noted between groups of students with simulation training and those without. Conclusion: The difference in mean final scores suggests that simulation may be an effective educational modality in preparing students toward their state board or end of semester exams.

Original languageEnglish (US)
Pages (from-to)596-601
Number of pages6
JournalPublic Health Nursing
Issue number4
StatePublished - Jul 1 2020


  • HESI scores
  • high-stake tests
  • public health nursing
  • simulation

ASJC Scopus subject areas

  • Nursing(all)
  • Public Health, Environmental and Occupational Health


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