Perceptions of final year nursing students transer of clinical judgement skills from simulation to clinical practice: A qualitative study.
Clinical judgement
Nursing education
Nursing students
Qualitative research
Simulation training
Transition to practice
Journal
Nurse education in practice
ISSN: 1873-5223
Titre abrégé: Nurse Educ Pract
Pays: Scotland
ID NLM: 101090848
Informations de publication
Date de publication:
Oct 2021
Oct 2021
Historique:
received:
08
06
2021
revised:
09
09
2021
accepted:
26
09
2021
pubmed:
8
10
2021
medline:
17
11
2021
entrez:
7
10
2021
Statut:
ppublish
Résumé
To explore final year nursing student's ability to transfer clinical judgement skills to the clinical practice setting following immersive simulation. Clinical judgement is considered a fundamental skill for nurses to ensure safe, quality care is delivered. In undergraduate nursing education where students have limited clinical experience, simulation-based education is an important educational strategy for introducing and developing these skills. Simulation allows for students to be exposed to repeated experiences and emotional responses to varying clinical situations. Despite this, there is a paucity of literature relating to students' ability to transfer clinical judgement skills from the simulated environment into clinical practice. A naturalistic philosophical approach informed data collection in this qualitative phase of a larger study. Data were collected from students and nurse educators using semi-structured interviews as well as from facilitated simulation debriefs. Data were thematically analysed. Four themes were identified which related to student knowledge, self-awareness and the clinical context: Safely collecting the data; Understanding the data to safely make decisions; Emotional intelligence; and Role variation. Students and educators held similar views on many of these elements. Questioning was identified as a key component of nursing students' clinical judgements. There were challenges in assessing students' ability to link theory to practice in the clinical setting, despite evidence of this occurring in the simulated setting. Simulation prepares students for practice by exposing them to new experiences and stressors and therefore an effective educational technique for developing clinical judgement skills in this cohort.
Sections du résumé
AIM
OBJECTIVE
To explore final year nursing student's ability to transfer clinical judgement skills to the clinical practice setting following immersive simulation.
BACKGROUND
BACKGROUND
Clinical judgement is considered a fundamental skill for nurses to ensure safe, quality care is delivered. In undergraduate nursing education where students have limited clinical experience, simulation-based education is an important educational strategy for introducing and developing these skills. Simulation allows for students to be exposed to repeated experiences and emotional responses to varying clinical situations. Despite this, there is a paucity of literature relating to students' ability to transfer clinical judgement skills from the simulated environment into clinical practice.
DESIGN
METHODS
A naturalistic philosophical approach informed data collection in this qualitative phase of a larger study.
METHODS
METHODS
Data were collected from students and nurse educators using semi-structured interviews as well as from facilitated simulation debriefs. Data were thematically analysed.
RESULTS
RESULTS
Four themes were identified which related to student knowledge, self-awareness and the clinical context: Safely collecting the data; Understanding the data to safely make decisions; Emotional intelligence; and Role variation. Students and educators held similar views on many of these elements.
CONCLUSIONS
CONCLUSIONS
Questioning was identified as a key component of nursing students' clinical judgements. There were challenges in assessing students' ability to link theory to practice in the clinical setting, despite evidence of this occurring in the simulated setting. Simulation prepares students for practice by exposing them to new experiences and stressors and therefore an effective educational technique for developing clinical judgement skills in this cohort.
Identifiants
pubmed: 34619616
pii: S1471-5953(21)00254-7
doi: 10.1016/j.nepr.2021.103218
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
103218Informations de copyright
Copyright © 2021 Elsevier Ltd. All rights reserved.