Simulation-based learning in postgraduate critical care and anaesthesia nursing: an interview study from postgraduate...

Area of Science:

• Medical Education
• Nursing Education
• Simulation-Based Learning

Background:

• Simulation-based learning (SBL) is integral to postgraduate anaesthetics and critical care education.
• A novel approach integrated SBL with clinical activities across the learning continuum.
• Postgraduate nurses received instruction from university faculty and clinical experts.

Purpose of the Study:

• To explore postgraduate nurses' experiences with SBL.
• To assess the impact of SBL on their learning outcomes.

Main Methods:

• A descriptive qualitative interview study was conducted.
• Purposeful sampling included postgraduate nurses with SBL experience.
• Data analysis involved inductive and thematic approaches.

Main Results:

• Two main themes emerged: 'pros' and 'cons' of SBL.
• Pros included scenario-based preparedness, reflective learning, and valuable tutor feedback.
• Cons involved difficulty accepting the simulation, scenario design/technical issues, and unfamiliar group dynamics.

Conclusions:

• SBL effectively promoted postgraduate nurses' learning, particularly in later stages of education.
• Developing competence for critical care and anaesthesia requires situational specificity.
• A strong theoretical background and clinical experience are crucial for learning progression.