Learning nursing through simulation: A case study approach towards an expansive model of learning

Berragan, Liz

Abstract

This study explores the impact of simulation upon learning for undergraduate nursing students. The study objectives were (a) to explore the experiences of participating in simulation education for a small group of student nurses; and (b) to explore learning through simulation from the perspectives of the nursing students, the nurse educators and the nurse mentors. Conducted as a small-scale narrative case study, it tells the unique stories of a small number of undergraduate nursing students, nurse mentors and nurse educators and explores their experiences of learning through simulation. Data analysis through progressive focusing revealed that the nurse educators viewed simulation as a means of helping students to learn to be nurses, whilst, the nurse mentors suggested that simulation helped them to determine nursing potential. The students' narratives showed that they approached simulation learning in different ways resulting in a range of outcomes: those who were successfully becoming nurses, those who were struggling or working hard to become nurses and those who were not becoming nurses. Theories of professional practice learning and activity theory present an opportunity to articulate and theorise the learning inherent in simulation activities. They recognise the links between learning and the environment of work and highlight the possibilities for learning to inspire change and innovation. © 2014 Elsevier Ltd.

• Journal Article Type: Article
• Publication Date: Jan 1, 2014
• Publicly Available Date: Jun 6, 2019
• Journal: Nurse Education Today
• Print ISSN: 0260-6917
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 34
• Issue: 8
• Pages: 1143-1148
• DOI: https://doi.org/10.1016/j.nedt.2014.03.005
• Keywords: simulation, learning nursing
• Public URL: https://uwe-repository.worktribe.com/output/813892
• Publisher URL: http://dx.doi.org/10.1016/j.nedt.2014.03.005
• Additional Information: Additional Information : NOTICE: this is the author’s version of a work that was accepted for publication in Nurse Education Today. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education Today, [34, 8, (August 2014)] DOI: 10.1016/j.nedt.2014.03.005