Simulated Practice Learning Experience in a Virtual Environment: An Innovative Pedagogical Approach to Practice...

Background/Objectives: The use of simulated learning as a teaching approach has been used and embedded in nursing theoretical curriculum for many years. There is a wealth of evidence to support the positive impact simulated learning or simulated-based education can have on the student experience, developing skill competency and enhancing patient outcomes. However, the evidence on the use of simulation as a replacement for clinical practice learning in undergraduate nursing education is limited. In response to the challenges posed by the COVID-19 pandemic, the authors introduced virtual simulated practice learning experiences (SPLE) for a cohort of year one pre-registration adult and mental health nursing students. The SPLE project aimed to assess the effectiveness of simulated practice learning as a viable alternative to traditional clinical practice learning and to explore student satisfaction with the new practice learning experience approach. Methods: All year one student nurses attending the four simulated practice learning experience (SPLE) weeks were invited to participate and complete a generated questionnaire within the virtual practice environment on their final day of each SPLE week. The questionnaire employed a mix of both quantitative and qualitative questions across key areas to evaluate the effectiveness of the SPLE and explore student satisfaction with their overall practice learning experience. Results: A total of 216 students participated in the simulated practice learning weeks across the spring semester in 2023 with a response rate of 98-100% across all four SPLE weeks. Students reported an overall satisfaction score of 88%, highlighting their preparedness and positive feedback on the organisation, delivery, and content of the SPLE. Qualitative analysis revealed key themes, including the development of transferable skills and personal growth, the value of peer learning, the benefits of a virtual environment, and appreciation of service user and healthcare professional input. Students reported significant personal growth, improved communication skills, and a deeper understanding of holistic care through interactive and collaborative learning experiences. Conclusions: This evaluation underscores the innovative potential of simulated practice learning to enhance nursing practice education, emphasising the importance of integrating emerging technologies and diverse pedagogical approaches. The findings suggest that SPLEs can effectively prepare nursing students for the complexities of clinical practice while addressing the evolving demands of healthcare. Future research should focus on longitudinal studies to assess the sustained impact of simulated learning on clinical experiences and professional development.