Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice.
Summary: In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along wi...
| Publicado en: | Nurse Education Today Vol. 31; no. 7; pp. 711 - 716 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
Oct2011
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104684875&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104684875 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Oct2011 vid: 31 iid: 7 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 104684875 65349383 10.1016/j.nedt.2010.12.011 NLM21237536 104684875 ppf: 711 ppct: 5 formats: tig: atl: Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice. aug: au: Hope, Angela Garside, Joanne Prescott, Stephen sug: subj: Theory-Practice Relationship Students, Nursing Education, Nursing Skill Acquisition Simulations Clinical Competence Human Student Attitudes Evaluation Thematic Analysis Questionnaires Convenience Sample Colleges and Universities England Focus Groups Qualitative Studies Quantitative Studies Purposive Sample Audiorecording Confidence Interview Guides ab: Summary: In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from pre-registration student nurses (n=>500) collected over a 2year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students'' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported that they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|