Author: Deborah Rowberry
To outline a ‘How To’ guide for faculty staff using simulation in clinical teaching for student nurses. Simulation as a teaching method has become increasingly popular over recent decades, yet there still seems to be a disparity in using it and in the uptake of resources available.
The overall purpose of simulation is to replicate real-life situations in a safe environment, putting the student at the heart of learning. Teamwork, clinical errors, communication skills and patient safety (to list a few) can be replicated using simulation. Evidence shows that simulation produces a high level of student satisfaction. Locally (CHHS), students request additional sessions and are prepared to use their free time to attend them. Recent feedback indicates that they rate this teaching method very highly and that it considerably boosts their confidence, consolidates their academic and practice learning and allows them to address mistakes and gaps in knowledge safely with no risk to patients.
With this in mind, I looked at reasons staff may be reluctant to use it more and developed a ‘How To’ user guide breaking down the definitions and looking at how it can be used at various levels of the programme appropriately.
Our students experience of clinical practice is hectic and learning is often a by product of doing the job, the care needs of patients outweigh the learning needs of students. Simulation can help fill this gap and has potential for assessment in many areas.