Providing simulation experiences for large cohorts of 1st year nursing students: Evaluating quality and impact

Abstract

To provide each student within a large cohort the opportunity to participate in a small group simulation that meets recognised quality indicators is a challenge for Bachelor of Nursing programs in Australia. This paper, as part of a larger longitudinal study, describes one approach used to manage a simulation for 375 1st year nursing students and to report on the quality of the experience from the student's perspective. To ensure quality was maintained within the large cohort, aspects of the simulation were assessed against the following indicators: alignment with curriculum pedagogy and goals; preparation of students and staff; fidelity; and debriefing. Data obtained from a student focus group were analysed in the context of the quality indicators. The following themes emerged from the data: knowing what to expect; assuming roles for the simulation; authenticity and thinking on your feet; feeling the RN role; and, preparation for clinical practice. This paper demonstrates it is possible to provide students in large cohorts with active participatory roles in simulations whilst maintaining quality indicators.

Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses

“…Previous involvement in large cohort simulations and 'knowing what to expect' of the environment encourages students to willingly engage and be less fearful of the impending experience. Students have reported positive learning experiences highlighting the efficacy of this teaching tool (Rochester et al 2012). …”

Enhancing Students' Learning Through Simulation: Dealing With Diverse, Large Cohorts

“…A 90 minute skill refresher precedes a 90 minute simulation session (see Rochester et al (2012) for further details). Following established practices (Jeffries, 2007), pre-briefing orients students to the simulation environment and equipment, and following the simulation concludes with a facilitated debriefing.…”

“…Simulation laboratories are costly to build and maintain, and as simulation has been embedded across the curriculum, such spaces are under high demand. Strategies have been used to reduce the student numbers during simulation learning activities in order to offer 'active' roles within scenarios (Rochester et al, 2012).…”

Enhancing the process of teaching and learning homecare

“…There are many benefits of using simulation as a teaching strategy, namely: allowing the academic combination of technical skills with the expressive dimension of care; stimulating reflection on clinical practice; and by presenting situations that may be difficult to find at the internship institutions. Such benefits lead to the rapid absorption into curricula of the use of simulation in preparing students for practice as a way of complementing their experiences during internship (18)(19) .…”

“…In order for the simulation to materialize into a valuable teaching strategy, quality indicators are needed:for alignment of the simulation to the curricular objectives; use of technologies and approaches that take into account the fidelity of the environment reproduced; preparation and orientation of students for this type of activity, such as familiarization with mannequins and equipment; training of the facilitators who will accompany the simulation; technological capabilities, such as the use of mannequins; and discussion groups, which should take place immediately after the simulation to facilitate reflection on practice, self-assessment and feedback from experience (18) .…”