How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare

Abstract

In this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.

Fostering Growth Mindset Principles in the Prevention of Type 2 Diabetes Through a Narrative Game

“…The themes indicate that although each participant had undergone a unique experience based on their individual choices, they all had the same view-that the learning experience was more effective and enjoyable than that of their conventional class. Similar results were reported by Akselbo and Aune (2022) and Tawfik et al (2020).…”

Comparing the efficacy of single-skill and multiple-skill simulation scenarios in advancing clinical nursing competency

“…Akselbo & Aune found that learners felt physical stress through a higher pulse and increased sweating [ 19 ]. However, this was perceived to help them better remember the skills learned in the simulation.…”

Simulación clínica de alta fidelidad con enfoque de género para estudiantes de nutrición

“…con "¿Los escenarios donde se desarrolla la simulación son realistas?" respaldándose por estudios que demuestran que, al proporcionar un mayor grado de realismo y seriedad, los estudiantes consiguen tomar mayor conciencia de la SCAF 21 . Además, aprenden a comunicarse, interactuar y administrar prioridades.…”

“…Li et al 22 , observaron mejoras en las habilidades interpersonales y el trabajo en equipo, incluyendo la colaboración, después de la imple-mentación de simulaciones de alta fidelidad en la formación de universitarios. Además, para que las simulaciones se perciban como herramientas de aprendizaje efectivas, es esencial que se cumplan ciertos requisitos como la capacitación del profesorado 21 , resaltando la importancia de su preparación para las simulaciones como herramientas de enseñanza.…”