Nursing students’ experiences with simulation‐based education as a pedagogic method in low‐resource settings: A mixed‐method study

Abstract

Aims and Objectives:This study introduced simulation-based education in nurse education programs in Tanzania and Madagascar and explored nursing students' experiences with this pedagogic method as a mode of learning.Background: Simulation-based education has barely been introduced to education programs in resource-constrained settings. The study was conducted in two nurse education programs: one in rural Tanzania and the other in the mid-land of Madagascar.Both institutions offer diploma programs in nursing. Simulation-based education has not been included in the teaching methods used in these nursing programs.Design: A descriptive and convergent mixed method design was employed.Methods: Ninety-nine nursing students were included in the study. Simulation sessions followed by data collection took place once in 2017 and twice in 2018. Data were collected by means of several questionnaires and six focus groups. The data were analyzed using descriptive statistics and qualitative content analysis. The Standards for Reporting Qualitative Research (SRQR) was used to report the results. Results:The quantitative data revealed that the students rated all the questions related to the simulation design elements, educational practices, and students' satisfaction and self-confidence in learning with scores of above four on a 5-point Likert scale. The qualitative data from the first theme, building competence and confidence, further emphasized and outlined the quantitative results. Additionally, the qualitative data revealed a second theme, improving through encouragement and corrections.The students clearly expressed that they wanted to be aware of their weaknesses to be able to improve; however, the provision of feedback should be carried out in an encouraging way. Conclusion:The findings indicated that the nursing students were satisfied with simulation as a pedagogic method, as it improved their competence and prepared them for | 1363 BØ et al.

The impact of distance education on nursing students course performance in a sino-foreign cooperative program during the onset of COVID-19: a quasi-experimental study

“…In recent years, research shows that the application of virtual simulation technology and methods in nursing teaching can achieve good teaching results. Nursing students are satisfied with simulation as a teaching method [38], and think that simulation improves their ability and prepares for professional practice [39]. Green G et al evaluated the impact of basic nursing practice on nursing students' ability and learning satisfaction at three time points: before simulation (T1), after simulation (T2) and one month after simulation (T3).…”

Simulation-based education in classroom and clinical settings in sub-Saharan Africa: a systematic review

“…Students and members of the healthcare workforce who have had the opportunity to use simulation in their training place a high value on this novel teaching method. Bo et al . (2022) discovered that simulation helped students develop confidence, improve clinical competencies and master theoretical content in their studies conducted in Tanzania and Madagascar.…”

“…Furthermore, in their Tanzania and Madagascar study, Bø et al (2022) reported that simulation helped train nurses who were competent and well equipped to enter the clinical setting. They also stated that role-playing scenarios improved nursing students' mastery of the theoretical content.…”

“…In addition to the factors mentioned in previous studies, poor planning and organisation of activities can render simulation sessions ineffective. In their study in Tanzania and Madagascar, Bø et al (2022) discovered that the use of simulation can be effective if there is careful planning in terms of scenarios, in which students are briefed about the simulation exercise and read about the scenarios in advance. Students in the same study indicated that using simulation would be very effective if debriefing was performed in a non-judgmental manner and if the facilitators asked thought-provoking questions during debriefing sessions.…”

A nursing socio‐environmental approach for acute pesticide poisoning: A qualitative focus group study

“…Nursing simulation has been used to improve the quality of patient care in assorted real‐life scenarios in primary care, such as hypoglycaemia‐coma and anaphylaxis‐cardiac arrest or suicidal attempts, by providing nursing students and health care professionals with clinical skills, critical and problem‐solving thinking (Dryver et al, 2021). A number of studies have attempted to understand nursing students' experiences and perceptions with simulation as a learning method, outlining confidence, independence and active participation as deciding attributes that make simulation a truthful representation of the clinical reality to which students will be exposed in the long term (Bø et al, 2021; Mulli et al, 2022; Saaranen et al, 2020). By using this educational resource to simulate health situations that are closely related to environmental factors, such as acute pesticide poisonings, it is possible to immerse the student in a complex context where a multi‐elemental perspective will be required to develop the necessary action and prevention strategies (Basak et al, 2016; Jin & Choi, 2018).…”