Use of simulation is well established as a way of learning and assessing skills in vocational disciplines. In many institutions the use of simulation with student nurses is being tested as a way of helping them learn clinical skills, problemsolving, clinical assessment and decision-making. This paper explores the value of simulation as a learning tool through the presentation of findings from an evaluative research project into the use of simulation in nursing education. The focus of this paper is how students perceive that simulations help them learn and suggests that simulation may play a part in how students perceive learning that is meaningful to them. A literature review on the use of simulation is presented together with literature related to the learning theory that underpins simulation. The methodology, data collection and findings of the evaluative study are then presented followed by a discussion of the findings. Although the original research did not set out to examine how students perceived that simulations influenced their learning, the analysis indicated that this was a significant issue for them. Conclusions are drawn about how learning theory and simulation can be brought together to enhance student learning.Keywords: VET and development; learning in the professions; learning theory; pedagogy; vocational education and training
IntroductionToday's complex health care environment demands that nurses are able to make accurate assessments, to solve problems and to make sound clinical decisions. Simulations provide realistic learning opportunities to enable students to practise their assessment, problem-solving and clinical decision-making skills in a relatively safe environment. Kingston University/St George's University of London (KU/SGUL) define simulation as the creation of a safe and supportive practice setting using role players, which reflects or mimics real practice environments. Role players can offer a greater sense of reality in many clinical situations than manikins, which often have limited realistic human interaction. However, in order for learning through simulations to be maximised, it needs to be carefully planned so that its use is based on understanding of learning appropriate for a professional/vocational programme.Two literature reviews are presented; one related to the use of simulation in teaching and the second related to the learning theory underpinning simulation. This