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Student evaluation of simulation in undergraduate nursing programs in Australia using quality indicators
Ashley K Kable1, Carol Arthur2, Tracy Levett-Jones2
1School of Nursing and Midwifery, University of Newcastle, Newcastle, New South Wales, Australia. ashley.kable@newcastle.edu.au
Nursing & Health Sciences
|December 18, 2012
Summary
Student nurses found simulation experiences valuable for learning, though support varied. High fidelity and debriefing scored well, but preparation needs improvement for better clinical skill transfer.
Area of Science:
- Nursing Education
- Medical Simulation
Background:
- Simulation is increasingly used in undergraduate nursing programs to enhance clinical skills.
- Evaluating the effectiveness of simulation based on student feedback is crucial for program improvement.
Purpose of the Study:
- To explore student evaluations of evidence-based quality indicators for simulation experiences in Australian undergraduate nursing programs.
- To assess student perceptions of simulation fidelity, realism, support, and debriefing.
Main Methods:
- A student evaluation instrument based on quality indicators was used.
- Eighty-five undergraduate nursing students from two Australian universities participated.
- Students evaluated 10 simulation learning experiences across their first and second years.
Main Results:
- Students reported simulation contributed to achieving learning objectives, with high scores for perceived realism and fidelity.
- Debriefing sessions received very high overall scores.
- Student preparation and orientation were rated lower than other simulation components.
- Realism of patient charts and clinical documents was inconsistently rated.
Conclusions:
- The student evaluation instrument effectively measured quality indicators in simulation sessions.
- Simulation is perceived as beneficial for skill transfer to clinical practice.
- Areas for improvement include student preparation, orientation, and the realism of clinical documentation in simulations.
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