Abstract

Simulated practice learning: what do nursing students think the advantages are compared with clinical placement learning?

Author(s): Stephen Abbott, Maggie Nicol, Carol Ball

Simulation may be used as part of pre-qualification training for nursing students. Although students of health care professions typically enjoy and value simulation sessions, there is less evidence about just what it is that they value and how simulation learning outcomes compare with those of other learning modes. An evaluation of a simulated practice module for first-year students sought to elicit student views about the comparative benefits of simulation, using a modified form of nominal group technique. The benefits identified fell into two groups, outcomes and processes. The four outcomes were: increased knowledge; new or improved skills; increased understanding; and increased confidence. The four process issues identified were: more time for learning; more reflection; more opportunities; and more social learning. Students saw simulation as a preparation for as well as a complement to learning on clinical placement, and valued highly learning modes that enabled thoroughness in skills acquisition as well as reflection and discussion. Their suggestion that the simulation module should be taught earlier in the first year has been adopted.