Learning nursing through simulation: A case study approach towards an expansive model of learning

Making the transition from theory to practise easier in nursing education through simulation is widely implemented all over the world, and there is research evidence of the positive effects of simulation. The pre-understanding for this study is based on a definition of clinical competence as encountering, knowing, performing, maturing and developing, and the hypothesis is that these categories should appear in simulated situations. The aim of the study was to explore the forms and expressions of clinical competence in simulated situations and furthermore to explore if and how clinical competence could be developed by simulation. An observational hermeneutic study with a hypothetic-deductive approach was used in 18 simulated situations with 39 bachelor degree nursing students. In the situations, the scenarios, the actors and the plots were described. The story told was "the way from suffering to health" in which three main plots emerged. The first was, doing as performing and knowing, which took the shape of knowing what to do, acting responsibly, using evidence and equipment, appearing confident and feeling comfortable, and sharing work and information with others. The second was, being as encountering the patient, which took the shape of being there for him/her and confirming by listening and answering. The third plot was becoming as maturing and developing which took the shape of learning in co-operation with other students. All the deductive categories, shapes and expressions appeared as dialectic patterns having their negative counterparts. The study showed that clinical competence can be made evident and developed by simulation and that the challenge is in encountering the patient and his/her suffering.

“…In this study of clinical competence, performing became most evident. This compares well with what is evaluated in both simulation and practical training (While 1994, Berragan 2014.…”

Section: Discussionsupporting

confidence: 81%

Evidence of clinical competence by simulation, a hermeneutical observational study

Lejonqvist

Eriksson

Meretoja

2016

“…Simulation is useful in providing students with patient scenarios without risk to patients (Berragan, 2014;Bland & Tobbell, 2016;Schiavenato, 2009) The content of videos allows for the demonstrations of clinical situations that undergraduate students are yet to experience; such as mental health nursing (Rigby, Wilson, Baker, Walton, Price, Dunne et al, 2012), basic life support (Park, Woo, & Yoo, 2016), midwifery assessment (Sidebotham, Jomeen, & Gamble, 2014) thus providing them with a contextualized opportunity for learning.…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

Investigation of blended learning video resources to teach health students clinical skills: An integrative review

Coyne

Rands

Frommolt

et al. 2018

148

“…Simulation has been described as a pedagogy that enhances opportunities for undergraduate nursing students to learn nursing skills (Arthur, Levett-Jones, & Kable, 2013;Berragan, 2014). Mills et al (2014) students offers a process that can facilitate learning that involves active participation, integration, repetition, evaluation and reflections (Bland, Topping, & Wood, 2011).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study

Sundler

Pettersson

Berglund

2015

PostprintThis is the accepted version of a paper published in Nurse education today. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the original published paper (version of record):Sundler, A J., Pettersson, A., Berglund, M. (2015) Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study.. Nurse education today Conflict of interestThe authors have no conflict of interest. Undergraduate Nursing Students' Experiences When Examining Nursing Skills in Clinical Simulation Laboratories with High-Fidelity Patient Simulators: A Phenomenological Research Study 2 AbstractSimulation has become a widely used and established pedagogy for teaching clinical nursing skills. Nevertheless, the evidence in favour of this pedagogical approach is weak, and more knowledge is needed in support of its use. The aim of this study was (a) to explore the experiences of undergraduate nursing students when examining knowledge, skills and competences in clinical simulation laboratories with high-fidelity patient simulators and (b) to analyse these students' learning experiences during the examination. A phenomenological approach was used, and qualitative interviews were conducted among 23 second-year undergraduate nursing students-17 women and 6 men. The findings revealed that, irrespective of whether they passed or failed the examination, it was experienced as a valuable assessment of the students' knowledge and skills. Even if the students felt that the examination was challenging, they described it as a learning opportunity. In the examination, the students were able to integrate theory with practice, and earlier established knowledge was scrutinised when reflecting on the scenarios. The examination added aspects to the students' learning that prepared them for the real world of nursing in a safe environment without risking patient safety. The study findings suggest that examinations in clinical simulation laboratories can be a useful teaching strategy in nursing education. The use of high-fidelity patient simulators made the examination authentic. The reflections and feedback on the scenario were described as significant for the students' learning. Undergraduate nursing students can improve their knowledge, understanding, competence and skills when such examinations are performed in the manner used in this study.