International Journal of Healthcare Simulation

Background:

COVID-19 continues to impact the availability of student nurse clinical placements and the achievement of necessary clinical hours. The Nursing and Midwifery Council’s COVID-19 recovery standards has permitted approved universities to credit their students with up to 300 hours of practice learning through the use of alternative means, in particular, clinical simulation [1]. There is a growing body of evidence which supports the theory that clinical simulation can be used as an efficient method of teaching [2]. As a result, a small cohort of approximately 43 HNC students articulating into year 2 of their BSc (Hons) Adult and Mental Health nursing degree were required to undertake a week of simulated practice placement accruing 40 clinical hours during July and August 2022. The clinical simulation involved students coming together in small groups undertaking a ‘day in the life’ of a student nurse on a medical, surgical, and community placement. This involved participating in a number of clinical and patient related activities based on practice validated scenarios [3]. We aimed to explore students’ perceptions and experiences of clinical simulation linked to self-confidence, simulation design and educational best practices and to explore stakeholder perceptions and experiences of clinical simulation and its use as a healthcare education tool.

Methods:

A mixed methods approach with questionnaires [Table 1] and focus groups being designed to elicit responses, thoughts, and feelings after participating in the clinical simulation. A pragmatic approach will be applied which will utilise a sequential mixed method of research with an initial phase of quantitative data collection and analysis and a subsequent qualitative phase undertaken thereafter. An additional opportunity for data collection through focus groups has been identified with key stakeholders who have contributed in the clinical simulation experience including, the university simulation team, college partners, practice learning staff and university staff.

Results:

Data collection is underway with early indications from the quantitative data that the simulation was well received by the students. Focus groups are planned to take place in September 2022 followed by analysis and dissemination of synthesised results.

Conclusion:

This is the first time UWS has facilitated the use of clinical simulation in place of practice hours which presents a unique opportunity to research and explore the impact of this method of learning on students’ confidence, self-efficacy, safe practice, and knowledge base. Furthermore, this research will inform the future utilisation of this pedagogical strategy in place of practice learning hours.

References

1. Nursing and Midwifery Council. Council approves continued use of recovery standards to increase flexible use of simulation. Nursing & Midwifery Council; 2021. https://www.nmc.org.uk/news/news-and-updates/council-approves-continued-use-of-recovery-standards-to-increase flexible-use-of-simulation/ [Accessed on 17/06/2022]

2. Padilha JM, Machado PP, Ribeiro A, Ramos J, Costa P. Clinical virtual simulation in nursing education: randomized controlled trial. Journal of medical Internet research. 2019;21(3):e11529.

3. Eyikara E, Baykara ZG. The importance of simulation in nursing education. World Journal on Educational Technology: Current Issues. 2017;9(1):02–7.