Investigating the use of simulation as a teaching strategy

Perceived benefits of simulation-based training among nursing students of the University of Hail

“…In the return demonstration component, the student respondents declared that the simulation provided them an opportunity to make a thorough assessment of the situation, prioritize nursing diagnoses, decide on and implement the appropriate intervention and conduct a thorough evaluation (m = 4.87, SD = 0.38). This quality feature of the SBT perceived by the student respondents runs in line with other literature and findings of other studies that emphasized the development of nursing students' critical thinking (McKeon et al, 2009;Shepherd et al, 2010) and decision-making skills (Billings and Halstead, 2009;Lewis et al, 2012;Loke et al, 2014;Peddle et al, 2016) through the use of simulation. Concerning debriefing, the student respondents signified that the simulation instructors have increased their motivation to complete the nursing program and become an excellent nurse (m = 4.90, SD = 0.35).…”

“…Senior nursing students perceived that the utilization of simulation boosted their capabilities for prioritization, delegation, and provision of safe nursing care to a number of clients (Kaplan and Ura, 2010). Esprit de corps and teamwork (Billings and Halstead, 2009;Lewis et al, 2012;Peddle et al, 2016) as well as interpersonal communication skills (Lewis et al, 2012;Shepherd et al, 2010;Peddle et al, 2016) were developed by nursing students in previous simulation studies and review of simulation studies. Role play, a type of simulation, was seen to be more effective in students' learning in the affective domain, which includes interpersonal, communication and professional nursing skills when compared with the use of manikins and that the difference was statistically significant (Shepherd et al, 2010).…”

“…Student-centered teaching methodologies utilizing high-fidelity human patient simulators give nursing students unlimited opportunities to practice different skills such as problem solving, decision-making and esprit-decorps in an environment that does not threaten the patient, their significant others, the student, the clinical instructors and the hospital staff (Billings and Halstead, 2009). Clinical skills laboratories that integrate simulation strategies enhance nursing students' critical thinking skills in a highly controlled and safe environment (Shepherd et al, 2010). As a result, simulation is recognized to be an important teaching strategy in learning which positively influences the clinical effectiveness of nursing students as they progress toward becoming registered nurses (McCaughey and Traynor, 2010).…”

Interprofessional Simulation: A Concept Analysis

“…In the context of nursing education, Shepherd, McCunnis, and Brown (2010) have defined simulation as ''A near representation of an actual life event; may be presented by using computer software, role-play, case studies, or games that represent realities and actively involve learners in applying the content of the lesson'' (p. 42).…”

Using a simulated environment to support students learning clinical skills

“…Simulation improves cognitive and psychomotor skills (Alinier et al, 2006) communication and teamwork (Beaubien and Baker, 2004;Shapiro et al, 2004), self-efficacy and confidence (Nunn, 2004) and critical thinking (Distler, 2007). In addition the use of simulation and role play are seen as effective strategies that support students to become competent in clinical or technical skills (Harder, 2010;Shepherd, 2010). Through constructive, highly participatory and realistic tuition that is performed in realistic working environments and thereby students can apply these skills in their practice (Wilford and Doyle, 2006).…”