An Exploration of Nurse Anesthesia Program Administrators’ Perception of the Use of Lab Simulations in Lieu of Clinical Experiences for Student Nurse Anesthetists’ Knowledge and Skill Acquisition

Abstract

Student Registered Nurse Anesthetists (SRNAs) are former critical care nurses, with at least one year of experience, who have entered a graduate program to become Certified Registered Nurse Anesthetists (CRNAs). These programs are rigorous, with specific graduating criteria for both academic performance and clinical experience, outlined by the Council on Accreditation of Nurse Anesthesia Educational Programs (COA). Simulated clinical experience, commonly called “simulation,” is incorporated into the curricula of nurse anesthesia programs to expose SRNAs to required skills and likely scenarios prior to entering the clinical setting. This study explored the perceptions of 43 Nurse Anesthesia Program Administrators (Directors and Assistant Directors) across 120 programs based in the United States on the use of simulation, its impact on SRNAs’ technical skills and knowledge, and its inclusion in graduation requirements in lieu of actual clinical experiences. Results were analyzed using descriptive analysis.

The majority of Program Administrators had positive perceptions of simulations as an effective tool for improving SRNAs knowledge and technical skills. Program Administrators had mixed perceptions towards the use of simulation in lieu of clinical experiences. However, many programs used simulation for their SRNAs to meet graduation requirements. Over half of Program Administrators felt the COA’s 2022 change to remove simulation from counting towards graduation requirements would negatively impact their programs. Regionally, results showed disparities in abilities to meet clinical requirements in the clinical setting without the use of simulation. Anticipated changes made by the COA in regards to clinical requirements must be further explored and re-evaluated as they may disproportionately impact certain regions, delay graduations of these critical health professionals, and lead to greater expense for programs and students.