Learning to nurse: combining simulation with key theory

Bevan, Ann; Joy, Rosalyn; Keeley, Sarah; Brown, Petra

doi:10.12968/bjon.2015.24.15.781

Cited by 15 publications

(5 citation statements)

References 25 publications

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“…Active participation in simulated exercises allows for repetition of skills, providing students the opportunity to learn from errors without risk of harm to life. The repetition of skills benefits students, as they learn from their mistakes, develop competence, and support theory comprehension (Bevan et al., 2015). Simulated exercises can be adjusted to learner skill and knowledge level, increasing in complexity to reflect the real patient-care areas (Cant & Cooper, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Brown

2019

SAGE Open Nursing

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Graduate nurses employed in high-acuity areas can experience a deficit in integrating theoretical concepts in the clinical environment, which is known as the theory-practice gap; this may result in a risk to patient safety with the potential for negative outcomes. Most existing literature address the existence of the theory-practice gap and the benefit of simulation from a faculty perspective. The purpose of this study was to explore the theory-practice gap from the perspectives of graduate nurses based on their experiences and to determine their perceptions of simulation in prelicensure programs as a strategy to address and reduce the gap prior to entry to practice. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses with 2 years of less clinical experience by engaging in semistructured interviews. Data analysis revealed that all the graduates experienced the theory-practice gap on their transition to independent clinical practice with variations in degree. In addition, the graduates voiced aspects of their programs which contributed to reducing the challenges experienced during the transition period. The crucial finding was graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice.

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Section: Literature Reviewmentioning

confidence: 99%

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Brown

2019

SAGE Open Nursing

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“…Students who were exposed to simulation sessions were deemed more capable of applying theoretical knowledge to skill performance assessment (Bevan et al, 2015). Simulation is an effective strategy for and solution to the current lack of facilities for the clinical placement of nursing students.…”

Section: Discussionmentioning

confidence: 99%

“…Bridging the gap between theory and practice, such as making independent clinical decisions and understanding the effect of actions on patients' condition in a safe controlled environment, can be resolved using simulation as a teaching modality in nursing (Wall et al, 2014 ). Students who were exposed to simulation sessions were deemed more capable of applying theoretical knowledge to skill performance assessment (Bevan et al, 2015 ). Simulation is an effective strategy for and solution to the current lack of facilities for the clinical placement of nursing students.…”

Section: Discussionmentioning

confidence: 99%

Impact of high‐fidelity simulation exposure of nursing students with their objective structured clinical examination: A quasi‐experimental study

2022

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Aim The study aimed to establish the impact of high‐fidelity simulation (HFS) in the objective structured clinical examination (OSCE) of nursing students enrolled in four undergraduate courses (medical‐surgical, critical‐care, maternal‐health and paediatric nursing). Design This quasi‐experimental research study was performed during the midterm and final OSCEs of nursing students at the institution, and their OSCE performance was assessed. Methods The students were divided into two: those who were exposed to HFS in addition to their clinical training and the other group who underwent clinical training without HFS exposure. Results The combined mean midterm and final OSCE results of the group of nursing students with HFS exposure and those without HFS exposure were 92.58 and 82.66, respectively, with a mean between‐group difference of 9.92% (p < .01). Our findings reveal that the HFS exposure in addition to clinical training enhanced the students' OSCE performance.

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“…Consequently, bridging the gap between theory and practice has become crucial in education (Bevan et al, 2015;Montayre et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…However, traditional anatomy courses have been criticized for containing dry anatomical knowledge, “duck‐filling” teaching (in which context students are passive recipients of information), limited integration of anatomical theory with nursing practice, and insufficient attention to the application of theoretical knowledge in clinical practice (Günay & Kılınç, 2018; Smales, 2010). Consequently, bridging the gap between theory and practice has become crucial in education (Bevan et al, 2015; Montayre et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Human anatomy curriculum reform for undergraduate nursing students: An exploratory study

Yao,

Cheng,

Wang

et al. 2024

Clinical Anatomy

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This study aims to cultivate students' independent learning capacity, promote the interdisciplinary integration of “nursing + anatomy,” and establish a curriculum system to enhance applied nursing abilities based on project‐based teaching reform of everyday clinical nursing operations. A total of 151 second‐year (class of 2021) undergraduate nursing students at a Chinese university were selected for this study. By adjusting the curriculum, reconstructing the teaching contents, employing the “hybrid + flip” teaching method based on BOPPPS (bridge‐in, outcomes, preassessment, participatory learning, post‐evaluation, summary), and implementing a teaching system based on the “three re‐three linkage,” a Human Anatomy curriculum with a focus on basic anatomical knowledge was developed and connected with nursing clinical operation practice. The restructuring of the course content received unanimous recognition from both the teaching staff and the students. Notably, students in the class of 2021 achieved significantly higher grades than did students in the class of 2020, who received traditional face‐to‐face instruction (p < 0.01). These results indicate enhanced clinical application skills among the former group of students. following the implementation of instructional reforms during one semester, students exhibited notable improvements in motivation, program implementation, self‐management, and interpersonal communication. A statistically significant increase in overall scores for self‐directed learning capacities over the preinstructional period was observed (p < 0.05). Furthermore, the findings of the student satisfaction surveys reflected highly favorable perceptions of the enriched instructional format, high levels of course engagement, frequent faculty–student interactions, and augmented overall competence. The practical implementation of the reform in the context of a Human Anatomy course for undergraduate nursing students led to significant positive outcomes, thereby enhancing the effectiveness of teaching and learning. Students' clinical application abilities and self‐directed learning capacities notably improved, while overall satisfaction with the course remained high.

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Learning to nurse: combining simulation with key theory

Cited by 15 publications

References 25 publications

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Impact of high‐fidelity simulation exposure of nursing students with their objective structured clinical examination: A quasi‐experimental study

Human anatomy curriculum reform for undergraduate nursing students: An exploratory study

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