Using Case Study to Examine Simulation in a Problem-based Course

Pierazzo, Joanna; Allan, Mary; Mclaren, Grace; Baby, Dorothy

doi:10.17483/2368-6669.1077

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…Simulation could help reduce this gap by exposing students to clinical situations before experiencing actual practice (Brien et al, 2017). Furthermore, simulation can be a useful tool to assess the clinical skills and critical thinking of nursing students (Pierazzo et al, 2017). Simulation, specifically high‐fidelity simulation, is a practical teaching method that has been increasingly introduced in nursing curricula to prepare students for the real clinical environment (Brien et al, 2017; Fey et al, 2014; Lee et al, 2015; Mackey et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Cultivating learning in vitro: A meta‐ethnography of learning experiences of nursing students regarding high‐fidelity simulation

Fernández‐Basanta

Picallo-García

Movilla‐Fernández

2022

Journal of Clinical Nursing

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Objectives To synthesise the experience of nursing students in their final years regarding high‐fidelity simulation in acute and critical care. Background For the complex and changing healthcare environment, new tools are required to help health students, educational staff and managers to design and present rewarding educational simulations. Due to the complexity and limited learning opportunities in real settings, high‐fidelity simulation enables students to acquire skills for the provision of acute and critical care in a controlled environment that closely imitates reality; however, the literature on students’ learning experiences with this education methodology is still limited. Design This study followed Noblit and Hare's interpretive meta‐ethnography, which was written and reviewed for reporting clarity against the EQUATOR checklist using the eMERGe. Data sources A comprehensive systematic search strategy was carried out in five databases: PubMed, Scopus, CINAHL, Web of Science and PsycINFO. Review methods Ten studies met the research objective and inclusion criteria. Results The metaphor ‘Cultivating learning in vitro’ and four themes were developed to describe the learning experiences of nursing students regarding high‐fidelity simulation in acute and critical care. The themes were as follows: Learning roots—Ways to learn during high‐fidelity simulation; Learning stimulants—Elements that favour learning; Learning impairments—Elements that hinder learning; and Learning flourishing—Results after high‐fidelity simulation. Conclusions Seeing, doing and reflecting constituted the main sources of learning. Students identified the stimulating and debilitating aspects of learning which could help in the design of simulation sessions and promote their incorporation into nursing curricula. Finally, ‘the flowering of the plant’ represents the learning outcomes developed in a controlled and safe environment. Relevance to clinical practice The results of this meta‐ethnography provide keys to promote change in teaching planning in relation to acute and critical care.

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