Development of a simulation placement in a pre-registration nursing programme

Abstract

Background: A 4-week simulation placement for first-year student nurses using an innovative blended approach was developed and delivered in one university. This was the first tariff-funded simulation placement in the UK for student nurses. Aims: To describe how this flexible simulation placement was developed, operated and adapted due to COVID-19 while exploring the student nurses' experiences and preparedness for practice. Methods: An anonymous online survey was undertaken and a placement evaluation was completed and compared with traditional clinical placement evaluations by previous students at the same point in their studies. Results: Students were as satisfied with the simulation placement as students who had attended real practice placements: 92% of students were satisfied with their simulated placement experience and 92% felt prepared for practice. Conclusion: This simulated placement has been an acceptable replacement for traditional practice placements, particularly during the COVID-19 pandemic.

Developing online simulated practice placements: a case study

“…Learning in 'real' clinical environments is essential and important for student nurses but there is evidence that healthcare students can learn effectively via simulated practice. (Watson et al, 2012;Bland et al, 2014;Mills et al, 2015;Akselbo et al, 2019;Bog0ssian et al, 2019;Williams et al, 2022). Clinical practice offers variable opportunities to student nurses, dependent on the learning environment and the activity at the time of the placement, whereas simulated learning offers consistency of experience to learners (Bland et al, 2014), enabling them to: pause and analyse a situation/scenario and try out different solutions, which enable students to retain information better and transfer that learning into the 'real' clinical environment.…”

How many practice hours are required to become a registered nurse?

“…Indeed, for the first time in the UK, funding was awarded to a University by Health Education England in recognition of a simulation placement for each year of the pre-registration programme (Williams et al 2022), accounting for 450 of the 2300 hours required. Early evaluative data indicates that students undergoing a simulated placement feel equally prepared for practice when compared to students undertaking a traditional placement at the same point of the programme (Williams et al 2022). Table 1.…”

Key changes to NMC programme standards: an opportunity for progress

“…If academic staff are act as practice supervisors, the student: staff ratio must be carefully considered as typically this will be far greater in simulation than in practice. Evidence suggests that student satisfaction is high, and simulation is perceived by students to prepare them for practice (Williams, Murphy & Garrow, 2022). However, an evaluative survey collated practice educators' views on the implementation of these NMC standards; they voiced staffing issues, workload pressures, and time constraints inhibiting the ability to expend sufficient time to support learners (Whaley, Hey and Knight, 2023).…”