Tracey Valler-Jones1. 1. Academic Lecturer in Nursing. University of Birmingham.
Abstract
BACKGROUND: Simulation within nurse education has been widely accepted as an educational approach. However, this is mainly led by the facilitator with the student maintaining a passive role in the learning. OBJECTIVES: This paper describes a study that was undertaken to analyse the effectiveness of peer-led simulations in the undergraduate nursing programme. DESIGN: A mixed-method approach was used for this study design. SETTINGS: This study took place in a simulation suite within a university in the Midlands. PARTICIPANTS: Twenty four second-year child branch students were purposively selected to take part. METHODS: Students designed and facilitated a simulation based on the care of a critically ill child. Formal assessment of the learning was collected via the use of a structured clinical examination. Students completed an evaluation of their perceived confidence and competence levels. RESULTS: There was 100% pass rate in the assessment of students' clinical competence following the simulation. Thematic analysis of the evaluation highlighted the learning achieved by the students, not only of their clinical skills but also their personal development. CONCLUSIONS: The use of peer-led simulation promotes new learning and is a valuable educational approach.
BACKGROUND: Simulation within nurse education has been widely accepted as an educational approach. However, this is mainly led by the facilitator with the student maintaining a passive role in the learning. OBJECTIVES: This paper describes a study that was undertaken to analyse the effectiveness of peer-led simulations in the undergraduate nursing programme. DESIGN: A mixed-method approach was used for this study design. SETTINGS: This study took place in a simulation suite within a university in the Midlands. PARTICIPANTS: Twenty four second-year child branch students were purposively selected to take part. METHODS: Students designed and facilitated a simulation based on the care of a critically ill child. Formal assessment of the learning was collected via the use of a structured clinical examination. Students completed an evaluation of their perceived confidence and competence levels. RESULTS: There was 100% pass rate in the assessment of students' clinical competence following the simulation. Thematic analysis of the evaluation highlighted the learning achieved by the students, not only of their clinical skills but also their personal development. CONCLUSIONS: The use of peer-led simulation promotes new learning and is a valuable educational approach.
Authors: Ahmad A Shahba; Zaid Alashban; Ibrahim Sales; Abdelrahman Y Sherif; Osman Yusuf Journal: Int J Environ Res Public Health Date: 2022-03-25 Impact factor: 3.390