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Student evaluation of simulation in undergraduate nursing programs in Australia using quality indicators

Author

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  • Ashley K. Kable
  • Carol Arthur
  • Tracy Levett‐Jones
  • Kerry Reid‐Searl

Abstract

Student evaluation of the implementation of evidence‐based quality indicators for simulation experiences in undergraduate nursing programs in 2012 was explored in this study. The evaluation instrument used five specific measures derived from quality indicators. Students evaluated 10 simulation learning experiences in the first and second years of undergraduate nursing programs at two universities in Australia. Overall, students (n = 85) reported that simulation contributed to their achievement of objectives, but they did not always feel supported in these sessions. Student preparation and orientation was scored lower than other components of the simulation experience. Students reported very good scores for perceived realism and fidelity of simulation sessions, particularly the silicone mask and high‐fidelity sessions, which implies that learning from simulation is transferable into the clinical practice setting. However, patient charts and other clinical documents were not always considered to be realistic. Debriefing was scored very highly overall and for both approaches used for debriefing. The student‐evaluation instrument was an effective means of measuring student‐related quality indicators across a range of simulation sessions. It identified areas for the improved delivery of simulation sessions.

Suggested Citation

  • Ashley K. Kable & Carol Arthur & Tracy Levett‐Jones & Kerry Reid‐Searl, 2013. "Student evaluation of simulation in undergraduate nursing programs in Australia using quality indicators," Nursing & Health Sciences, John Wiley & Sons, vol. 15(2), pages 235-243, June.
    • Handle: RePEc:wly:nuhsci:v:15:y:2013:i:2:p:235-243
    DOI: 10.1111/nhs.12025
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    Cited by:

    1. Pauline Catherine Gillan & Pamela van der Riet & Sarah Jeong, 2016. "Australian nursing students' stories of end‐of‐life care simulation," Nursing & Health Sciences, John Wiley & Sons, vol. 18(1), pages 64-69, March.
    2. Young Sook Roh & Sang Suk Kim & Sung Hee Kim, 2014. "Effects of an integrated problem‐based learning and simulation course for nursing students," Nursing & Health Sciences, John Wiley & Sons, vol. 16(1), pages 91-96, March.
    3. Young Sook Roh & Kie In Jang, 2017. "Survey of factors influencing learner engagement with simulation debriefing among nursing students," Nursing & Health Sciences, John Wiley & Sons, vol. 19(4), pages 485-491, December.

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