Exploring nursing students' perceptions of simulation pedagogy across the four years of the BSN curriculum
Date
2017-04-10
Authors
Wiebe, India
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Abstract
How simulation is experienced and taken up by nursing students across the four years of a BSN curriculum is not well understood. We believe critically examining how nursing students understand and value simulation pedagogy at different stages in their pre-licensure education will provide nurse educators involved in curricular decisions essential information. Simulation based teaching and learning has been widely investigated and implemented in health care education for over forty years. Known positive outcomes of simulation based teaching and learning in nursing education include: increased confidence, improved management of high acuity patients, and improved communication and reflection skills. Standards of best practice for simulation teaching and learning in nursing education have been developed by the International Nursing Association for Clinical Simulation and Learning based on a wide and growing body of evidence to support and advise the implementation of simulation in nursing education. Our purpose was to understand the experiences of nursing students engaging with simulation learning events (SLE) in the context of their nursing education, including: how nursing students describe simulation teaching and learning within this context, and how it informs their nursing knowledge and practice. Emerging themes from focus groups conducted with 3rd and 4th year BSN students included: it feels like a test, it’s limited, it helps build confidence, and it’s an opportunity for collaboration. Future work might include focus groups with 1st and 2nd year students and further investigation into the experiences of BSN students with simulation learning at each stage of the BSN program.
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Keywords
BSN, nursing, curriculum, simulation, education, experiences