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Kelly, Michelle A., Berragan, Elizabeth 
ORCID: 0000-0002-3345-6341, Husebø, Sissel Eikeland and Orr, Fiona
(2016)
Simulation in Nursing Education-International Perspectives and Contemporary Scope of Practice.
Journal of Nursing Scholarship, 48 (3).
pp. 312-321.
doi:10.1111/jnu.12208
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Text (Peer reviewed version)
Berragan 2016 Simultation in Nursing Education.pdf - Accepted Version Available under License All Rights Reserved. Download (448kB) | Preview |
Abstract
This article provides insights and perspectives from four experienced educators about their approaches to developing, delivering, and evaluating impactful simulation learning experiences for undergraduate nurses. A case study format has been used to illustrate the commonalities and differences of where simulation has been positioned within curricula, with examples of specialized clinical domains and others with a more generic focus. The importance of pedagogy in developing and delivering simulations is highlighted in each case study. A range of learning theories appropriate for healthcare simulations are a reminder of the commonalities across theories and that no one theory can account for the engaging and impactful learning that simulation elicits. Clinical Relevance Creating meaningful and robust learning experiences through simulation can benefit students’ performance in subsequent clinical practice. The ability to rehearse particular clinical scenarios, which may be difficult to otherwise achieve, assists students in anticipating likely patient trajectories and understanding how to respond to patients, relatives, and others in the healthcare team.
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Additional Information: | This is the peer reviewed version of the following article: Kelly, Michelle A. and Berragan, Elizabeth and Husebø, Sissel Eikeland and Orr, Fiona (2016) Simulation in Nursing Education-International Perspectives and Contemporary Scope of Practice. Journal of Nursing Scholarship, 48 (3). pp. 312-321., which has been published in final form at https://doi.org/10.1111/jnu.12208. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. |
| Uncontrolled Keywords: | Holistic practice; Medical surgical; Mental health; Pedagogy; Simulation; Undergraduate nurses |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > RT Nursing |
| Divisions: | Schools and Research Institutes > School of Health and Social Care |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Susan Turner |
| Date Deposited: | 09 Nov 2017 16:38 |
| Last Modified: | 27 Jul 2023 15:04 |
| URI: | https://eprints.glos.ac.uk/id/eprint/5122 |
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