Simulation-based education model for under-resourced nursing education institutions in Lesotho.

Area of Science:

• Nursing Education
• Healthcare Simulation
• Competency-Based Education

Background:

• Competency-based education in nursing necessitates effective simulation learning for graduate skill development.
• Under-resourced institutions face challenges in implementing simulation-based education (SBE).

Purpose of the Study:

• To develop a guiding model for implementing SBE in Lesotho's under-resourced nursing education institutions.
• To provide a framework for resource-limited settings to adopt SBE.

Main Methods:

• An explanatory sequential mixed methods design was used.
• Data collection involved questionnaires, focus groups, and interviews with 390 students, educators, and principals.
• Grounded theory and statistical analysis informed model development.

Main Results:

• Simulation implementation is a multilevel, multi-actor, and multistage process.
• A model was generated with simulation initiation, tactical and operational implementation, and outcomes as key concepts.
• Simulated environments bridge theoretical and clinical learning.

Conclusions:

• Successful SBE implementation requires stakeholder buy-in, supportive policies, skilled facilitators, and adequate resources.
• The developed model offers practical guidance for SBE in resource-limited contexts.