Translating learning from simulation to clinical: a narrative study of nursing students’ experiences
What is Currently Known About This TopicSimulation-based learning in nursing education enhances clinical skills, critical thinking, and preparedness, but challenges remain in transferring these skills to real-world clinical settings.What the Paper Adds to the Existing KnowledgeThis study provides a...
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| Published in: | Teaching and learning in nursing Vol. 20; no. 1; pp. e218 - e226 |
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| Main Authors: | , , , , , |
| Format: | Journal Article |
| Language: | English |
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Elsevier Inc
01.01.2025
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| ISSN: | 1557-3087 |
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| Abstract | What is Currently Known About This TopicSimulation-based learning in nursing education enhances clinical skills, critical thinking, and preparedness, but challenges remain in transferring these skills to real-world clinical settings.What the Paper Adds to the Existing KnowledgeThis study provides a narrative analysis demonstrating how Kolb's Experiential Learning Theory contextualizes the translation of knowledge from simulation and to real-world clinical settings.How the Information in Your Manuscript Can Be Applied to PracticeIncremental exposure to clinical settings, emotional resilience training, realistic simulations, and continuous reflective practice can all improve nursing students' transition from simulation to real-world clinical settings.
Simulation in nursing education significantly impacts clinical practice. However, transitioning experiential learning from simulated environments to real-world clinical settings can be challenging for nursing students.
This study aims to explore nursing students’ experiences in simulation and their application of learned skills in real-world clinical settings.
The authors employed a narrative study design involving nursing students as participants. Data were collected via semi-structured, recorded interviews. Narrative analysis was conducted to interpret the experiences within the framework of Kolb's Experiential Learning Theory.
Key findings revealed that simulation effectively prepared students for clinical practice by enhancing their ability to recognize and respond to adverse events and cope with unexpected outcomes, increasing preparedness, and improving leadership skills. The narratives highlighted the continuity of learning from simulation to clinical setting application.
The study underscores the importance of simulation in nursing education and its role in helping students transfer knowledge from simulation to real-world clinical experiences. The findings suggest practical implications for educators to enhance simulation-based learning and to support effective transitions to clinical settings. |
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| AbstractList | What is Currently Known About This TopicSimulation-based learning in nursing education enhances clinical skills, critical thinking, and preparedness, but challenges remain in transferring these skills to real-world clinical settings.What the Paper Adds to the Existing KnowledgeThis study provides a narrative analysis demonstrating how Kolb's Experiential Learning Theory contextualizes the translation of knowledge from simulation and to real-world clinical settings.How the Information in Your Manuscript Can Be Applied to PracticeIncremental exposure to clinical settings, emotional resilience training, realistic simulations, and continuous reflective practice can all improve nursing students' transition from simulation to real-world clinical settings.
Simulation in nursing education significantly impacts clinical practice. However, transitioning experiential learning from simulated environments to real-world clinical settings can be challenging for nursing students.
This study aims to explore nursing students’ experiences in simulation and their application of learned skills in real-world clinical settings.
The authors employed a narrative study design involving nursing students as participants. Data were collected via semi-structured, recorded interviews. Narrative analysis was conducted to interpret the experiences within the framework of Kolb's Experiential Learning Theory.
Key findings revealed that simulation effectively prepared students for clinical practice by enhancing their ability to recognize and respond to adverse events and cope with unexpected outcomes, increasing preparedness, and improving leadership skills. The narratives highlighted the continuity of learning from simulation to clinical setting application.
The study underscores the importance of simulation in nursing education and its role in helping students transfer knowledge from simulation to real-world clinical experiences. The findings suggest practical implications for educators to enhance simulation-based learning and to support effective transitions to clinical settings. |
| Author | Young, Chelsey D. Tapp, Daluchukwu Megwalu Holyoak, Saydie Watson, Adrianna L. Thomas, Daphne Gardner, Tali |
| Author_xml | – sequence: 1 givenname: Adrianna L. orcidid: 0000-0002-0134-0520 surname: Watson fullname: Watson, Adrianna L. email: Adrianna.Watson@byu.edu organization: Assistant Professor, College of Nursing, Brigham Young University, Provo, Utah, United States of America – sequence: 2 givenname: Chelsey D. surname: Young fullname: Young, Chelsey D. organization: Clinical Faculty, College of Nursing, University of Arizona, Tucson, Arizona, United States of America – sequence: 3 givenname: Daphne surname: Thomas fullname: Thomas, Daphne organization: Associate Professor, College of Nursing, Brigham Young University, Provo, Utah, United States of America – sequence: 4 givenname: Daluchukwu Megwalu surname: Tapp fullname: Tapp, Daluchukwu Megwalu organization: FNP Candidate, College of Nursing & Public Health, Chamberlain University, Las Vegas, Nevada, United States of America – sequence: 5 givenname: Saydie orcidid: 0009-0007-3153-803X surname: Holyoak fullname: Holyoak, Saydie organization: Research Assistant, College of Nursing, Brigham Young University, Provo, Utah, United States of America – sequence: 6 givenname: Tali surname: Gardner fullname: Gardner, Tali organization: Research Assistant, College of Nursing, Brigham Young University, Provo, Utah, United States of America |
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| Cites_doi | 10.1016/j.nedt.2020.104345 10.1016/j.nedt.2020.104623 10.1097/SIH.0000000000000477 10.1177/23821205221091511 10.1097/ACM.0000000000004522 10.1016/j.nedt.2021.105251 10.1016/j.nedt.2020.104725 10.1016/j.ijans.2020.100195 10.3390/ijerph18041409 10.1016/j.ecns.2023.101468 10.1186/s12912-021-00614-2 10.3928/01484834-20211213-01 10.1016/j.ecns.2021.06.003 10.1016/j.nedt.2022.105449 10.2196/36725 10.1016/j.nepr.2024.104101 10.1186/s12909-023-04567-9 10.1016/j.ecns.2021.08.002 10.1891/0739-6686.39.3 10.30574/wjarr.2024.21.1.0163 10.1136/bmjstel-2020-000701 10.1016/j.ecns.2022.05.006 10.2196/16363 10.1016/j.nedt.2023.105711 10.1016/j.nepr.2020.102818 10.1111/j.1365-2648.1990.tb01955.x 10.1016/j.nedt.2021.105059 10.1016/j.ecns.2021.02.009 10.1016/j.nedt.2021.105127 10.1016/j.nepr.2022.103306 10.1097/MD.0000000000038813 10.1016/j.iccn.2023.103538 10.1016/j.ecns.2019.06.003 10.51256/ANJ022426 10.1016/j.nepr.2022.103350 10.7748/mhp.2020.e1355 10.5455/aim.2021.29.15-20 |
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