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Simulation Learning and Transfer in Undergraduate Nursing Education: A Grounded Theory Study
The Journal of Nursing Education
|June 5, 2018
Summary
Simulation learning helps nursing students develop essential skills. This study explains how simulation experiences translate into confident clinical practice, preparing students for real-world nursing roles.
Area of Science:
- Nursing Education
- Healthcare Simulation
Background:
- Simulation-based learning enhances cognitive, affective, and psychomotor skills in students.
- The transfer process from simulation to clinical learning is not well understood.
Purpose of the Study:
- To conceptualize the process of simulation learning transfer to the clinical environment using grounded theory.
Main Methods:
- Classical grounded theory was employed to explore the simulation learning transfer process.
- Data analysis led to the emergence of a conceptual model.
Main Results:
- A 10-category model, centered on "Acting Like a Nurse," was developed.
- Key stages included "Being in Simulation," "Being in Clinical," skill application, and gaining confidence.
- The outcome was "Knowing What to Do" in clinical settings.
Conclusions:
- Simulation learning effectively enhances the transfer of learning to clinical practice.
- Students adopt role behaviors expected of practicing nurses through simulation.
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