6533b7dcfe1ef96bd1272992

RESEARCH PRODUCT

Nursing students' transfer of learning outcomes from simulation-based training to clinical practice: A focus-group study

Berit JohannesenOlav Johannes HovlandMariann FossumJørn Hustad

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education03 medical and health sciences0302 clinical medicineNursingHigh Fidelity Simulation TrainingMedicine030212 general & internal medicineNurse educationHigh-fidelity simulation trainingNursing managementCurriculumGeneral Nursinglcsh:RT1-120030504 nursinglcsh:Nursingbusiness.industryNursing researchFocus groupThematic analysisVDP::Medisinske Fag: 700::Helsefag: 800::Sykepleievitenskap: 808Thematic analysisNursing studentsNursing education0305 other medical scienceTransfer of learningbusinessResearch Article

description

AbstractBackgroundSimulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice.MethodsEight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis.ResultsThree major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration.ConclusionsThis study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

http://hdl.handle.net/11250/2639579