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    Simulation in Nursing Education-International Perspectives and Contemporary Scope of Practice

    250271.pdf (726.2Kb)
    Access Status
    Open access
    Authors
    Kelly, Michelle
    Berragan, E.
    Husebø, S.
    Orr, F.
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Kelly, M. and Berragan, E. and Husebø, S. and Orr, F. 2016. Simulation in Nursing Education-International Perspectives and Contemporary Scope of Practice. Journal of Nursing Scholarship. 48 (3): pp. 312-321.
    Source Title
    Journal of Nursing Scholarship
    DOI
    10.1111/jnu.12208
    ISSN
    1527-6546
    School
    School of Nursing and Midwifery
    URI
    http://hdl.handle.net/20.500.11937/50564
    Collection
    • Curtin Research Publications
    Abstract

    Purpose: 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. © 2016 Sigma Theta Tau International.

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