Using a simulated environment to support students learning clinical skills.

Area of Science:

• Nursing Education
• Intellectual Disability Care
• Simulation-Based Learning

Background:

• Intellectual disability nursing requires a biopsychosocial-educational model.
• Simulated learning environments can enhance nursing competence and practical knowledge.
• A gap exists in preparing students for effective family/client education in intellectual disability nursing.

Purpose of the Study:

• To present an innovative assignment for intellectual disability nursing students.
• To foster skills in facilitating family/client education through realistic practice.
• To evaluate student performance and self-assessment in a simulated environment.

Main Methods:

• Students designed and recorded clinical skill teaching sessions for families/clients.
• Students engaged in self-assessment and reflection on their recorded performances.
• Academic lecturers provided feedback and conducted joint review sessions with students.

Main Results:

• The assignment successfully enabled students to design client/family teaching sessions.
• The simulation fostered the development of practical skills for real-world application.
• Student self-assessment and lecturer feedback facilitated deeper learning and reflection.

Conclusions:

• Simulated learning assignments are effective for developing intellectual disability nursing students' education skills.
• This approach enhances competence in facilitating family/client education.
• Integrating self-reflection and lecturer feedback optimizes the learning experience.