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Students' learning in theory-based simulation: A socio-material study.

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Simulation-based education (SBE) using a socio-material approach enhances nursing students' palliative care communication skills. This method fosters emergent learning and better knowledge transfer from simulation to clinical practice.

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Area of Science:

  • Nursing Education
  • Healthcare Communication
  • Simulation-Based Learning

Background:

  • Simulation-based education (SBE) is vital for preparing nursing students for clinical experiences.
  • Theory-based simulation learning aids in analyzing student learning processes.
  • This study examines nursing students' learning in palliative care communication via SBE through a socio-material lens.

Purpose of the Study:

  • To describe and analyze how nursing students learn through simulation in palliative care communication.
  • To explore the transfer of knowledge and skills from simulation to clinical practice.
  • To apply a socio-material approach to understand student learning in SBE.

Main Methods:

  • Twenty-seven final-year nursing students participated in simulated scenarios and debriefings.
  • Post-clinical focus groups and video/audio recordings were used for data collection.
  • Data triangulation involved observations, curriculum analysis, and participant mapping.

Main Results:

  • Students expanded their healthcare communication learning via a socio-material approach in palliative care.
  • Students discovered complex interactions between human and non-human elements.
  • Students gained new perspectives on healthcare communication and knowledge transfer.

Conclusions:

  • SBE, enhanced by a socio-material approach, prepares students beyond standardized methods.
  • Student learning in SBE can evolve to include emergent learning and increased awareness.
  • Optimizing learning outcomes and competence in nursing students is achievable through flexible SBE.