Delivering a large cohort simulation - beginning nursing students’ experience: A pre-post survey

Abstract

Background: The use of simulation has been growing rapidly within nursing programs, internationally. Simulation provides opportunity for beginning nursing students to rehearse patient care experiences and develop confidence in technical and non-technical nursing skills. Methods: This study used a quantitative pre-post online survey to investigate: the components of the integrated simulation experience that assisted with learning; students' confidence in caring for patients comparable to patients experienced in the simulation and their overall satisfaction with the simulation experience. Results: A total of 480 students participated in a simulation prior to clinical practicum and 452 (94.16 completed the survey questions). Guidance by the academic and clinical facilitator, and the film watched prior to participating in the active simulation encounter, were highlighted as components which provided most assistance to students in their learning. A significant increase in confidence in caring for patients like those in the integrated simulation experience was noted between the pre-and post-simulation surveys. Prior experience in nursing was seen to significantly influence confidence. Conclusions: Providing simulation encounters for large student cohorts although challenging, is achievable and rated highly by students. This study indicates that the integrated simulation experience has a positive impact on beginning students' feelings of confidence for managing similar patients in the clinical setting. Further research is required to explore how and why the guidance of the teacher and facilitator, and the use of a film which models nurse behaviour prior to the simulation, are viewed as of most assistance to beginning students. Additionally, future research must explore the impact simulation has on confidence and performance during and subsequent to clinical practicum. Simulation has a great capacity to augment the preparation of students for clinical practicum and for the development of clinical judgement, clinical skills and role identity.

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

“…[9] Simulation-based learning is highly appreciated by nursing students. [10][11][12][13][14][15] Positive learner experiences with simulation, such as increased engagement in learning, [13] decreased levels of anxiety, [12] and satisfaction and self-confidence in learning [15,16] have been reported in several studies. Satisfaction and self-confidence in the skills centre is no guarantee for adequate theoretical and practical competence and appropriate patient outcomes.…”

“…Many of these steps belonged to the category Management of Equipment. All the students correctly performed steps concerning preparation of equipment and tourniquet handling (1,6,8,13,25,32). All the students correctly assessed and selected a vein (7,27) in the category Assessment of a Vein.…”

“…As in the skills centre, many of these steps belonged to Management of Equipment (1,13,25,32) and concerned handling the equipment and tourniquet. All the steps (4,7,27) in Assessment of a Vein were correctly performed by all students.…”

Barriers and enablers to learning during team-based clinical simulations: Reflective interviews with final year undergraduate nursing students

“…Reflectivity during debriefing is thought to be one of the most important factors influencing learning [11,12] and is achieved through peer or instructor feedback, or reflective video review of performance [13] . This enables integration of knowledge and skills [14] and improves confidence [15] . Importantly, simulation approaches enable repetitive practice and integration of knowledge and clinical skills in a safe environment without risk to real patients [16] .…”

Immersive learning in nursing education: Results of a study

“…Factors such as the student/preceptor relationship, busy work environments and patient's clinical presentations potentially influence students' learning opportunities. [1,2] Additionally, patient safety is foremost in the clinical setting and must be maintained irrespective of whomever-a student or experienced nurse-is the caregiver. [3] This responsibility and the ethics of 'practicing' on real people have prompted educators to investigate different ways to prepare today's nurses.…”