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Related Experiment Video

Updated: Jun 1, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
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Published on: August 9, 2024

Simulated practice--a panacea for health education?

Tracey Valler-Jones1, Ronnie Meechan, Helen Jones

  • 1Institute of Health and Society, Academic Unit of Pre-registration Nursing, University of Worcester.

British Journal of Nursing (Mark Allen Publishing)
|June 8, 2011
PubMed
Summary

Simulated practice in nursing education offers realistic training without patient harm, but its effectiveness varies among students. High-quality simulation should supplement, not replace, clinical experience for optimal learning outcomes.

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Last Updated: Jun 1, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Clinical Skills Training

Background:

  • Nursing education requires diverse teaching methods to address its complexity.
  • Simulated practice, using various technologies and role-play, provides realistic clinical environments for learning without patient risk.
  • The Nursing and Midwifery Council permits up to 300 hours of simulated practice within the 2300-hour practice component for pre-registration nursing programs.

Purpose of the Study:

  • To evaluate the role and effectiveness of simulated practice in nursing education.
  • To highlight the importance of quality in simulation design for positive student experiences.
  • To emphasize that simulated practice should augment, not replace, traditional clinical practice.

Main Methods:

  • Review of simulated practice methodologies in nursing education.
  • Analysis of guidelines from regulatory bodies like the Nursing and Midwifery Council.
  • Discussion of student responses to simulated learning activities.

Main Results:

  • Simulated practice is recognized by regulatory bodies and integrated into nursing curricula.
  • Not all students respond uniformly positively to simulated learning activities.
  • The quality of simulation is crucial for a positive educational outcome.

Conclusions:

  • Simulated practice is a valuable tool in nursing education when implemented effectively.
  • Ensuring high-quality simulation is essential for maximizing its benefits.
  • Simulated practice should complement, not substitute, hands-on clinical experience for comprehensive nurse training.