dc.contributor.author | Karlsen, Karina Synnøve Pedersen | |
dc.contributor.author | Nygård, Carina | |
dc.contributor.author | Johansen, Lisbeth Gaustad | |
dc.contributor.author | Gjevjon, Edith Lillian Roth | |
dc.date.accessioned | 2024-02-20T08:17:45Z | |
dc.date.available | 2024-02-20T08:17:45Z | |
dc.date.issued | 2024-02-15 | |
dc.description.abstract | Background In advanced clinical learning labs on campus, high-fidelity simulation has become an essential
educational approach in the Bachelor of Nursing Education programme. However, simulation while in clinical
placement, in situ, is rarely used in Bachelor of Nursing Education. The aim of the present study was to explore how
in situ simulation training at a surgical hospital ward, according to Bachelor of Nursing students, influenced their
learning and development process.<p>
<p>Methods A qualitative descriptive study was conducted. Data were collected through individual interviews with
a sample of 21 s-year Bachelor of Nursing students who completed 40 in situ simulations during their eight-week
clinical placement at a Norwegian University Hospital. Data were analysed using inductive content analysis.
<p>Results The data analysis generated six subcategories constituting two descriptive categories: building professional
confidence and internalising nursing knowledge. Although the students found in situ simulation stressful and
uncomfortable for being assessed by student peers, the teacher and preceptor, the process of managing clinical
situations in simulation helped build professional confidence. What the students had learned in the simulation was
directly transferable to real clinical situations because they were in the hospital setting. The simulation sessions
enabled them to connect theoretical knowledge and clinical skills. They could test their skills in a safe environment,
performing procedures that made them aware of how their knowledge could be used in real life.
<p>Conclusion According to the Bachelor of Nursing students’ own experiences, in situ simulation supported the
students’ learning process, connected theory and practice and contributed to developing confidence in the
performance of clinical skills. Including simulation in clinical practice could prove to be an effective way of teaching
and learning clinical skills in nursing regarding resources and learning outcomes. | en_US |
dc.identifier.citation | Karlsen KS, Nygård C, Johansen LG, Gjevjon ERG. In situ simulation training strengthened
bachelor of nursing students’ experienced
learning and development process–
a qualitative study. BMC Nursing. 2024;23(121):1-9 | en_US |
dc.identifier.cristinID | FRIDAID 2247355 | |
dc.identifier.doi | https://doi.org/10.1186/s12912-024-01771-w | |
dc.identifier.issn | 1472-6955 | |
dc.identifier.uri | https://hdl.handle.net/10037/32984 | |
dc.language.iso | eng | en_US |
dc.publisher | BMC | en_US |
dc.relation.journal | BMC Nursing | |
dc.rights.accessRights | openAccess | en_US |
dc.rights.holder | Copyright 2024 The Author(s) | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0 | en_US |
dc.rights | Attribution 4.0 International (CC BY 4.0) | en_US |
dc.title | In situ simulation training strengthened
bachelor of nursing students’ experienced
learning and development process–
a qualitative study | en_US |
dc.type.version | publishedVersion | en_US |
dc.type | Journal article | en_US |
dc.type | Tidsskriftartikkel | en_US |
dc.type | Peer reviewed | en_US |