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Nursing students' perception on transferring experiences in palliative care simulation to practice.
Kristin Valen1, Anne Lise Holm1, Kari Toverud Jensen2
1Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, Institute of Health and Caring sciences, PO Box 7030, 5020 Bergen, Norway.
Nurse Education Today
|April 8, 2019
Summary
Palliative care simulation effectively transfers knowledge and skills to nursing students, enhancing their confidence and clinical judgment. This approach bridges the gap between simulation and real-world practice for improved patient communication.
Area of Science:
- Nursing Education
- Palliative Care
- Simulation-Based Learning
Background:
- Palliative care education presents challenges for nursing students.
- Simulation is a recommended pedagogical approach.
- Investigating the transferability of simulation experiences to clinical practice is crucial.
Purpose of the Study:
- To explore nursing students' experiences with palliative care simulation.
- To examine the perceived transfer of knowledge, skills, and competence into clinical practice.
Main Methods:
- Prospective, qualitative study design.
- 11 in-depth interviews with second-year bachelor nursing students.
- Content analysis of open-ended interview responses.
Main Results:
- Simulation is a preferred method for acquiring palliative care knowledge, skills, and attitudes.
- Realistic simulation scenarios enhanced sensory and emotional engagement.
- Active participation and debriefing increased student confidence and transformed chaotic situations into controlled experiences.
Conclusions:
- Palliative care simulation experiences are perceived to transfer effectively to clinical practice.
- Simulation provides a foundation for sound clinical judgment and improved patient/family communication.
- Integrated learning through simulation and clinical practice is essential for continuity.