School of Nursing


Doctor of Philosophy


RuthAnne Kuiper


simulation, fetal monitoring, external fetal monitoring, Bachelor of Science, prelicensure nursing, clinical reasoning, clinical judgment


Education | Nursing


Obstetric simulation can impact undergraduate prelicensure Bachelor of Science in nursing (BSN) students’ clinical judgment related to using and understanding fetal monitoring. The purpose of this study aimed to determine if a relationship exists between a student's obstetrical simulation practice and increased knowledge gained for fetal monitoring interpretation. Simulation practice provides a tangible way to test knowledge and competency, but is there an effect on student learning with the knowledge and understanding of fetal monitoring, and can simulation practice create that knowledge? A purposive sample of 24 undergraduate prelicensure BSN nursing students, within their obstetrical course, with the intent to determine if a significant relationship exists between the students' perceived self-efficacy of clinical reasoning with fetal monitoring pre- and post-simulation practice. A one-group pre-survey and post-simulation survey design study, collected by pre-and post-survey questions and with self-reflection journaling, did determine the relationship between students' perceived knowledge and understanding of fetal monitoring compared to knowledge and understanding acquired with simulation practice with the use of paired sample t tests, dependent t test, and ANOVA. Statistical results noted that the p values was < .001. Structured journaling questions will use coding that will capture the clinical reasoning and judgment during and after the simulation. The results concluded that simulation within the curriculum will significantly impact students' knowledge and understanding of fetal monitoring. Future research is needed on this topic as there are few articles on this, they are outdated, and to reflect how simulation can increase knowledge and understanding of fetal monitoring.