Nursing Students' Experiences in Simulation: What Students are Saying

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Primary Author:</td>
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Lydia C. Toenes, RN  </td>
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Co-Principal Investigators/Collaborators:</td>
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<p>Ermalynn Kiehl, PhD, ARNP, CNS</p>
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Organization:</td>
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University of West Florida</td>
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Abstract</h2>
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Purpose</h3>
<p>The purpose of the study is to explore nursing students’ emotional experiences in the simulated environment and summarize the outcomes students anticipate related to their learning experiences in simulation. </p>
<h3>
Background</h3>
<p>Evidence is highly supportive of simulation-based education (SBE) in that SBE provides valuable, error-tolerant learning opportunities for students (Baxter, Akhtar-Danesh, Valaitis, Stanyon, & Sproul, 2009; Gore, Hunt, Parker, & Raines, 2011). Analysis of the literature revealed that SBE has been widely marketed as a safe environment to practice; however, questions have been raised as to what “safe” means and why some students learning in simulation feel confident and satisfied while others feel excessive anxiety or stress (Ganley & Linnard-Palmer, 2012). Multiple sources have confirmed through student reports that excessive anxiety, stress, humiliation, and intimidation resulted from simulation and compromised the educational experience (Baxter et al., 2009; Cordeau, 2010; Ganley & Linnard-Palmer, 2012). Because the literature has only begun to define best practice, studies recommend researchers identify what is emotionally stimulating in simulation, describe the implications this has on student learning, and determine what factors are complimentary for a successful transfer of knowledge (Blum & Parcells, 2012; DeMaria et al., 2010; Elfrink, Nininger, Rohig, & Lee, 2009). Understanding students' simulation experiences generates vital data needed for the academic and clinical community and begins the process for building an evidence-based SBE program according to the ACE Star Model (Stevens, 2004).</p>
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Materials & Methods</h3>
<p>Utilizing a qualitative approach, semi-structured focus group interviews were conducted with junior and senior nursing students following their course-required or volunteer simulation sessions. Group interviews were recorded, transcribed by a professional transcriptionist, and analyzed using Braun and Clarke’s guidelines for thematic analysis (2006). </p>
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Results</h3>
<p>Preliminary results indicate student anxiety pervades when they are not convinced they can transfer the skills learned in simulation to the real world. Final results will be available July 2014.</p>
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Conclusion</h3>
<p>Recommendations for an evidence-based SBE program will be generated based on the analysis.</p>
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Bibliography</h3>
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Baxter, P., Akhtar-Danesh, N., Valaitis, R., Stanyon, W., & Sproul, S. (2009). Simulated experiences: Nursing students share their perspectives. Nurse Education Today, 29, 859-866. doi:10.1016/j.nedt.2009.05.003</li>
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Blum, C. A., & Parcells, D. A. (2012). Relationship between high-fidelity simulation and patient safety in prelicensure nursing education: A comprehensive review. Journal of Nursing Education, 51(8), 429-435. doi:10.3928/01484834-20120523-01</li>
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa</li>
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Cordeau, M. A. (2010). The lived experience of clinical simulation of novice nursing students. International Journal for Human Caring, 14(2), 9-15. Retrieved from http://www.humancaring.org /journal/index.htm</li>
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DeMaria, S., Bryson, E. O., Mooney, T. J., Silverstein, J. H., Reich, D. L., Bodian, C., & Levine, A. I. (2010). Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participant performance. Medical Education, 44, 1006-1015. doi:10.111/j.1365-2923.2010.03775.x</li>
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Elfrink, V. L., Nininger, J., Rohig, L., & Lee, J. (2009). The case for group planning in human patient simulation. Nursing Education Perspectives, 30(2), 83-86. Retrieved from http://www.nlnjournal.org/</li>
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Ganley, B., & Linnard-Palmer, L. (2012). Academic safety during nursing simulation: Perceptions of nursing students and faculty. Clinical Simulation in Nursing, 8, e49-e57. doi:10.1016/j.ecns.2010.06.004</li>
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Gore, T., Hunt, C., Parker, F., & Raines, K. (2011). The effects of simulated clinical experiences on anxiety: Nursing students’ perspective. Clinical Simulation in Nursing, 7(5), e175-e180. doi:10/1016/j.ecns.2010 .02.001</li>
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Stevens, K. R. (2004). ACE Star Model of EBP: Knowledge Transformation. Academic Center for Evidence-based Practice. The University of Texas Health Science Center at San Antonio. Retrieved from http://www.acestar.uthscsa.edu</li>
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<p>© Improvement Science Research Network, 2012</p>
<p>The ISRN published this as received and with permission from the author(s).</p>