An evaluation of simulated clinical practice for adult branch students
Stephen Prescott Senior lecturers, University of Huddersfield, Huddersfield
Joanne Garside Senior lecturers, University of Huddersfield, Huddersfield
Aim To evaluate simulation strategies used for adult branch nursing students in one university.
Method A questionnaire was used to collect quantitative data and open comments (qualitative data). The evaluation was completed by 45 of a group of 60 second-year diploma nursing students.
Findings There was widespread agreement that simulation is a productive learning strategy that broadens theoretical learning and supports the practice element of nurse education. Areas commented on included developing confidence, individual support and linking theory to practice.
Conclusion Simulation supports the practical learning experience. It will neither take the place of traditional methods of teaching nor replace good practice experience for nursing students, but can support both elements of nurse education.
23, 22, 35-40.
This article has been subject to double blind peer review
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