Using simulations in nursing education to optimize learning outcomes

It's not simply a matter of putting in a lot of practice, but rather doing so in a way that is effective. This has been highlighted by a recent study conducted by the University of Agder.

She brought honour to be the first to secure a PhD in surgical nursing from the University of Agder. Kaldheim has spoken with students and newly-qualified specialist nurses, thereby gaining valuable insights, and also managed numerous simulation exercises as the person in charge of such training for surgical nurses at Lovisenberg Diaconal University College.

It seems to me that looking at how students learn through simulations is quite fascinating," comments Kaldheim. "I believe it would be beneficial to explore how those who already effectively use simulations can plan and design their learning experiences in the most impactful way to achieve the best results.

Currently, she implements simulations within the educational program for both master's and bachelor's degree nursing students studying at UiA.

A particularly effective teaching technique used in many educational settings is simulation, which involves recreating realistic scenarios for training purposes. This method is employed by both educational establishments and healthcare facilities. At the University of Agder, for example, a custom-built simulation centre has been created, enabling students to hone their skills on realistic mannequins that mimic human physiology, complete with speech capabilities, realistic sweating, tears, and simulated lung and heart functions.

Commonly used, little researched

"Simulations empower students to take charge, such as dealing with crisis situations, and allow them to do more than they would be permitted to in a practical environment. It's essential that the training exercises are tailored to allow students to feel a sense of accomplishment, and collaboration with other students helps with their learning," says Kaldheim.

Practising with simulations has been a common method in nursing for a long time, but there has been relatively little research into it. Despite this, there's a lack of studies on how people learn from these simulations and even fewer on a specific type of simulation involving several specialists working together, such as those with anaesthetic and surgical nursing students. The problem is that it's unclear how much of what's learned through these simulations translates to real-life situations.

In her doctoral thesis, Kaldheim conducted a series of interviews with newly qualified specialist nurses, who pointed to a notable distinction in their skills and knowledge from their general nurse training.

"They drew upon memories from their training sessions when encountering similar scenarios in reality. This familiarity made them feel more capable of addressing such situations effectively. Furthermore, they expressed a desire for more simulated training to further enhance their skills and preparedness," says Kaldheim.

It's essential that a simulation is as realistic as can be.

"It is also vital that the simulation is effectively structured and that students can be motivated by experiencing a healthy level of pressure," says Kaldheim.

Encountering positive stress allows students to prepare for the accountability they will hold in their nursing career, ultimately fostering skills and a sense of accomplishment.

Dr Kaldheim stresses that leaders must acknowledge the significance of high-quality simulations in the learning process. In her research towards a doctoral degree, she identified essential criteria for achieving excellence in simulation models.

"The learners should feel that the simulation is authentic, and that they are properly prepared and self-assured in the learning environment. Both taking part in the simulation and observing fellow students are essential," says Kaldheim.

In conversations with Kaldheim, it became clear that individual profession-specific skills are crucial in simulations. Planners perform best when they possess knowledge relevant to the scenario being simulated.

An addition to practice

Currently, the quantity of clinical practice that specialist nursing students must complete during their training is governed by legislation. This is being disputed by the growing requirement for nurses. Kaldheim suggests that simulations are advantageous, provided that they are executed competently. Nonetheless, there is still limited research on the effects of substituting clinical practice with simulations.

And so, simulation cannot merely take the place of practice. However, it can make for a valuable supplement.

"Good simulations necessitate qualified professionals who have the knowledge to execute simulations properly, and resources to guarantee their successful implementation," Kaldheim states.

Source:

University of Agder

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