Document Type
Journal Article
Publication Title
Clinical Simulation in Nursing
Volume
91
Publisher
Elsevier
School
School of Nursing and Midwifery
Funders
Clinical Simulation and Training Advisory Network (CSTAN) / Government of Western Australia Department of Health
Abstract
Aim: To explore how extended immersive ward-based simulation influenced graduate nurses’ experiences six-months post-registration. Background: Graduates of nursing training programs are expected to enter the workforce meeting the role of a registered nurse. Extended immersive ward-based simulation has been adopted by nurse educators as a means of easing the transition to professional practice. To what degree transfer of learning occurs from these experiences is yet to be determined. Design: A qualitative descriptive design was used to conduct a series of face-to-face focus groups. Methods: Participants were nine former students who had participated in a series of ward-based simulation workshops before graduating. A semi-structured interview process explored participants’ transition experiences. Results: Past simulation experiences were used as a base for practice in areas of teamwork, communication, conflict, and time management. Simulations were used as a point of reference and built confidence for transition to practice. Conclusions: Transition to professional practice was supported by simulated experiences. Transfer of learning was demonstrated among participants.
DOI
10.1016/j.ecns.2024.101540
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Davies, H., Robertson, S., Sundin, D., & Jacob, E. (2024). A follow-up study on the clinical impact of pre-registration extended immersive ward-based simulation. Clinical Simulation in Nursing, 91, article 101540. https://doi.org/10.1016/j.ecns.2024.101540