Teaching and learning through simulation: student nurses' experiences

Abstract

The purpose of study was to explore and describe the student nurses’ experiences of teaching and learning through simulation. The study was conducted at one public college of nursing located in the city of Tshwane in the Gauteng province of South Africa. A quantitative exploratory and descriptive design was used to achieve the objectives of the study. The selected population comprised second year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected college of nursing. The number of registered second year student nurses was 250, and it was found to be manageable and adequate for data analysis. Consequently, the whole population was included in the survey and no sampling procedures were carried out. Data were collected by means of a self-administered structured questionnaire and STATA 14 program was used for data analysis. According to the results of the study, student nurses’ experiences of teaching and learning through simulation were positive. The results showed that teaching and learning through simulation led to significant increases in knowledge and skills acquisition among student nurses who took part in the study. In addition, the student nurses’ attitude to teaching and learning through simulation were positive. However, based on the findings of the literature review on trends and best practice standards for simulation, it is recommended that the college introduces high virtual technology simulation as it is only using low and medium fidelity simulation. This will ensure that the college is up to date with trends and best practice standards for simulation, and for improving simulation teaching learning outcomes for large number of student nurses.