Title

Impact of pre-registration extended immersive ward-based simulation on student learning in preparation for clinical placement

Document Type

Journal Article

Publication Title

Nurse Education Today

Volume

119

Publisher

Elsevier

School

School of Nursing and Midwifery

RAS ID

52062

Funders

Government of Western Australia Department of Health (Clinical Simulation and Training Grant)

Comments

Davies, H., Robertson, S., Sundin, D., & Jacob, E. (2022). Impact of pre-registration extended immersive ward-based simulation on student learning in preparation for clinical placement. Nurse Education Today, 119, Article 105575.

https://doi.org/10.1016/j.nedt.2022.105575

Abstract

Background:

Graduate nurses commonly experience significant challenges in transitioning to professional practice. The practice readiness of graduate nurses continues to be a concern for nurse educators and industry partners. Introduction of pre-registration extended immersive ward-based simulation can provide opportunities for students to practice the role of registered nurse before graduation. It is not clear if participation in simulation-based learning transfers to increased preparedness for dealing with real-life situations following entry into the workforce.

Objective:

To report on student views on how ward-based immersive simulation assisted in preparing for clinical placement and graduate practice.

Design:

A qualitative, descriptive design was used to conduct a series of face-to-face focus groups.

Setting:

School of Nursing and Midwifery metropolitan Western Australian university.

Participants:

Final year baccalaureate nursing students who had participated in six four-hour simulation workshops between February and April 2021 were selected through purposive sampling.

Methods:

Focus group and interview data was transcribed from audio recordings. A six-phase approach was used to analyse data into themes and sub-themes. The study adhered to the consolidated criteria for reporting of qualitative research.

Results:

Three focus groups and one interview were conducted. Eight themes emerged. Student learning was identified as occurring in a variety of ways, such as how to work as a team and was influenced by a number of factors, such as the capacity for students to self-reflect.

Conclusions:

Learning opportunities for students to practice how to think and work independently as a registered nurse is something that can be supported by pre-registration extended immersive ward-based simulation. Understanding of what will be expected of them once qualified can make students more prepared for professional practice enabling them to apply knowledge gained from simulated experiences to a similar situation as a graduate nurse.

DOI

10.1016/j.nedt.2022.105575

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