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The use of simulation as a teaching and learning approach to support practice learning
Cyril Murray1, Maria J Grant, Michelle L Howarth
1School of Nursing, University of Salford, Mary Seacole Building, Frederick Road Campus, Frederick Road, Salford, M6 6PU, United Kingdom. c.murray@salford.ac.uk
Nurse Education in Practice
|October 24, 2007
Summary
Simulation in nursing education offers benefits but requires more research. Limited evidence currently supports its impact on clinical practice, necessitating further investigation and debate.
Area of Science:
- Nursing Education
- Healthcare Simulation
- Pedagogy
Background:
- Simulation is increasingly emphasized in nurse education.
- Driven by the Nursing and Midwifery Council's (NMC) standards for safe simulation use.
- Simulation is a component of practice learning.
Purpose of the Study:
- To present advantages and issues of simulation in nursing education.
- To examine the effectiveness of simulation as a teaching and learning method.
- To highlight the need for empirical evidence on simulation's impact on clinical practice.
Main Methods:
- Literature review and discussion of current practices.
- Analysis of the benefits and challenges associated with simulation.
- Identification of gaps in empirical evidence.
Main Results:
- Simulation offers pedagogical advantages in nursing education.
- Concerns exist regarding its effectiveness and transferability to clinical settings.
- Empirical evidence supporting simulation's impact on clinical practice is limited.
Conclusions:
- Further research is essential to build an evidence base for simulation in nursing.
- Debate is needed to consolidate knowledge on simulation's role and effectiveness.
- Continued development of simulation methodologies is required.
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