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.

Document Type

Journal Article

Date of Publication

6-1-2024

Volume

91

Funding Information

Clinical Simulation and Training Advisory Network (CSTAN) / Government of Western Australia Department of Health

School

School of Nursing and Midwifery

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Publisher

Elsevier

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

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Link to publisher version (DOI)

10.1016/j.ecns.2024.101540