Realistic simulation in nursing education: Testing two scenario‐based models

Abstract

Aim To evaluate students' self‐perceived pedagogical outcomes when using a digital scenario‐based tool compared to traditional scenarios printed on paper. Design This study used a within‐subjects experiment. Method A digital platform for scenario development was developed, focusing on patients' regaining independence and returning home after an acute event. Students participated in two simulation activities, differing only in the type of scenario used and completed a questionnaire to evaluate their learning experience. Results Students considered that the new scenario template provided a clearer understanding of the situation under analysis, allowing them to recognize the focuses of attention to be prioritized when formulating the intervention plan. No Patient or Public Contribution: A digital platform for a standardized process of scenario writing to help realistic simulation in nursing education is a novelty in this study and will likely contribute to substantial learning gains.

Evaluation of a blended learning, simulation-based education package for first-year nursing students

“…Simulation is defined as a technique to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully safe, instructive and interactive fashion' (Health Education England, 2020, p. 6) Simulation-based education in nursing is considered an empowering and valuable teaching pedagogy that allows students and nurses to develop knowledge, skills and attitudes in a safe and controlled environment. This enables them to be reflective, make clinical decisions and do problem-solving, which provides preparation for clinical practice (Theobald, 2021;Martins et al, 2023) and managing of deteriorating patients (Bliss & Aitken, 2018). Health Education England (2018 recognises and supports the role of simulation and immersive learning in developing the healthcare workforce.…”

Validating a Simulated Emergency Course for Nurses Working in ENT

“…It is established that simulation is a safe and effective method of teaching emergency skills to healthcare professionals. 4,5,7-10,16 It affords valuable time for the trainee to practice skills, in a controlled environment, gaining direct feedback from trainers. This is particularly valuable for less common emergency scenarios.…”

“…The World Health Organization (WHO) has published recommendations that simulation-based interventions should be used as a way to teach clinical skills to nurses to improve overall quality of care and patient safety. 4,5 Several studies have demonstrated the benefits of simulation-based learning in the transfer of skills, 4-9 and improvements in the clinical performance of medical learners. 7,8,10 Simulation-based learning ensures that students learn skills in a safe environment, can receive timely feedback, only starting to implement new skills in the workplace once they have reached a specific level of competence.…”

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“…In 2019 the World Health Organisation published a strategy that outlined the benefits of simulated learning within nursing and midwifery education (Martins et al, 2019). It focused primarily on the importance of the learning goals, scenario design, pre-brief, simulation and the post brief learning conversation as key aspects of simulated learning.…”