About this paper

Appears in:
Page: 3818 (abstract only)
Publication year: 2010
ISBN: 978-84-614-2439-9
ISSN: 2340-1095

Conference name: 3rd International Conference of Education, Research and Innovation
Dates: 15-17 November, 2010
Location: Madrid, Spain

NURSING STUDENTS' REFLECTIONS ON SIMULATION EXPERIENCES

J. Atinaja-Faller, L. Quigley, S. Baichoo

Simmons College, School of Health Sciences (UNITED STATES)
Purpose:
The purpose of this descriptive qualitative study is to look at the perceptions of nursing students participating in high fidelity simulation as a teaching/learning method to enhance their classroom learning.

Methodology:
Nursing students in a pre licensure nursing program participated in a qualitative descriptive study about their simulation laboratory learning experience.
Students were asked to provide a one page journal entry of their thoughts and feelings following a two hour simulated experience involving the care of a patient in a medical/surgical unit.

Results
Overall, the students stated they had a positive experience in the simulation lab.
Though they were anxious and felt that the theory and skills they had learned had disappeared upon entering the simulation lab, they were very appreciative of the experience.
There were lessons learned that will prepare them better for their clinical experiences and will prevent harm to future patients they will encounter.

The nursing students felt more confident and prepared to handle a stressful situation in the work environment and be able to multi-task and handle difficult situations with patients and their families better.
They felt better prepared with their clinical and psychomotor skills along with being able to critically think through a difficult situation and communicate better with their peers and the health care team.

Common Themes:
Challenging
Frustrated
Nervous
Good learning experience
Real life situation
Liked immediate feedback; debriefing helpful
Safe place

Conclusion:
Various simulation techniques such as scenario development and debriefing are teaching strategies used in nursing education and professional development. Simulated patient care scenarios relevant to an actual patient population within a specific clinical environment help clinicians learn skills, gain experience and confidence, and develop competencies (Beyea & Kobokovich, 2004).

Simulation can aid in the nursing students’ understanding of the teaching-learning process and ability to identify common experiences, generate explanations and analyses, and address a number of issues important to their nursing practice.
@InProceedings{ATINAJAFALLER2010NUR,
author = {Atinaja-Faller, J. and Quigley, L. and Baichoo, S.},
title = {NURSING STUDENTS' REFLECTIONS ON SIMULATION EXPERIENCES},
series = {3rd International Conference of Education, Research and Innovation},
booktitle = {ICERI2010 Proceedings},
isbn = {978-84-614-2439-9},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {15-17 November, 2010},
year = {2010},
pages = {3818}}
TY - CONF
AU - J. Atinaja-Faller AU - L. Quigley AU - S. Baichoo
TI - NURSING STUDENTS' REFLECTIONS ON SIMULATION EXPERIENCES
SN - 978-84-614-2439-9/2340-1095
PY - 2010
Y1 - 15-17 November, 2010
CI - Madrid, Spain
JO - 3rd International Conference of Education, Research and Innovation
JA - ICERI2010 Proceedings
SP - 3818
EP - 3818
ER -
J. Atinaja-Faller, L. Quigley, S. Baichoo (2010) NURSING STUDENTS' REFLECTIONS ON SIMULATION EXPERIENCES, ICERI2010 Proceedings, p. 3818.
User:
Pass: