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Clinical simulation using deliberate practice in nursing education: a Wilsonian concept analysis
1Mānoa School of Nursing and Dental Hygiene, University of Hawaii, 2528 McCarthy Mall, Webster Hall, Honolulu, HI 96822, United States.
Nurse Education in Practice
|October 15, 2013
Summary
Deliberate practice is key for effective simulation learning in nursing education. Understanding this concept improves clinical simulation and aligns nursing education with best practices.
Area of Science:
- Nursing Education
- Healthcare Simulation
- Expertise Development
Background:
- Effective simulation use requires understanding core concepts.
- Deliberate practice, from Ericsson's expertise theory, is crucial for simulation learning.
- This concept aligns with current nursing education simulation frameworks.
Purpose of the Study:
- To explore the concept of deliberate practice within clinical simulation for nursing education.
- To clarify the role of deliberate practice in enhancing simulation-based learning outcomes.
- To inform best practices in nursing education through conceptual analysis.
Main Methods:
- Utilized Wilson's Method of concept analysis.
- Focused on the application of deliberate practice in nursing clinical simulation.
- Analyzed existing literature and theoretical frameworks.
Main Results:
- Deliberate practice is a fundamental component of effective clinical simulation.
- Clear conceptualization of deliberate practice supports its integration into nursing curricula.
- The analysis provides a foundation for best practice guidelines.
Conclusions:
- Nursing education must integrate a clear understanding of deliberate practice for optimal simulation effectiveness.
- Further research should focus on implementing and evaluating deliberate practice strategies in simulation.
- Adopting best practices in simulation enhances the quality of nursing education.
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