S Prescott1, J Garside. 1. University of Huddersfield, Huddersfield. s.f.prescott@hud.ac.uk
Abstract
AIM: To evaluate simulation strategies used for adult branch nursing students in one university. METHOD: A questionnaire was used to collect quantitative data and open comments (qualitative data). The evaluation was completed by 45 of a group of 60 second-year diploma nursing students. FINDINGS: There was widespread agreement that simulation is a productive learning strategy that broadens theoretical learning and supports the practice element of nurse education. Areas commented on included developing confidence, individual support and linking theory to practice. CONCLUSION: Simulation supports the practical learning experience. It will neither take the place of traditional methods of teaching nor replace good practice experience for nursing students, but can support both elements of nurse education.
AIM: To evaluate simulation strategies used for adult branch nursing students in one university. METHOD: A questionnaire was used to collect quantitative data and open comments (qualitative data). The evaluation was completed by 45 of a group of 60 second-year diploma nursing students. FINDINGS: There was widespread agreement that simulation is a productive learning strategy that broadens theoretical learning and supports the practice element of nurse education. Areas commented on included developing confidence, individual support and linking theory to practice. CONCLUSION: Simulation supports the practical learning experience. It will neither take the place of traditional methods of teaching nor replace good practice experience for nursing students, but can support both elements of nurse education.