Exploring the effects of clinical simulation on nursing students’ learning and practice
evidence and practice    

Exploring the effects of clinical simulation on nursing students’ learning and practice

Scott Inglis Senior Lecturer, University of Cumbria, Carlisle, England
Louise Nelson Head of Department, Nursing Health and Professional Practice, University of Cumbria, Carlisle, England

Why you should read this article:
  • To reflect on the benefits of using simulation-based learning in pre-registration nursing programmes

  • To enhance your knowledge of the skills nursing students can develop by acting out simulation scenarios

  • To consider how pre-registration nursing programmes could be improved to support nursing students’ learning and practice

In simulation-based learning, nursing or medical students are exposed to hypothetical scenarios that mimic the realities of clinical practice. This provides them with an opportunity to practise and reflect on clinical skills in a safe environment. This article details a small-scale evaluation that was undertaken to explore two nursing students’ perspectives on clinical simulation. The aim of this evaluation was to identify what these students learned from clinical simulation and the effects it had on their practice. It also aimed to inform the programme’s academic revalidation and therefore improve the university’s offering. Taking part in simulation before undertaking their first clinical placement increased the students’ confidence and it improved their fundamental nursing, communication, psychomotor and reflective skills.

Mental Health Practice. doi: 10.7748/mhp.2020.e1355

Peer review

This article has been subject to external double-blind peer review and has been checked for plagiarism using automated software

Correspondence

scott.inglis@cumbria.ac.uk

Conflict of interest

None declared

Inglis S, Nelson L (2020) Exploring the effects of clinical simulation on nursing students’ learning and practice. Mental Health Practice. doi: 10.7748/mhp.2020.e1355

Published online: 23 June 2020

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