An investigation into the use of simulation and clinical skills training in the students’ preparation for practice

Abstract

Introduction: There is a recognition that many students are reaching qualification without ever becoming proficient in some basic competencies at both psychomotor and higher cognitive levels (Scott 2001). Students nowadays are increasingly expected to have acquired more and more technical skills by the time they qualify, however, there has been much concern about the ability of students to perform essential psychomotor skills, such as the monitoring of blood pressure and injection technique. In response to this, simulation and clinical skills centres are being developed across the country in order to change the way in which the teaching and learning of clinical skills takes place (Bradley & Postlewaite 2003). Experiential learning through simulation and clinical skills is an essential component of nurse education in the United Kingdom (Alinier et al 2005). However, with the Widening Participation Agenda in Higher Education bringing an increasing number of students (DfES 2003), but comparatively less facilitation resources, it is becoming more and more difficult to allow all students to benefit from the same exposure of appropriate training. The overall aim of this project is to critically evaluate the perceived value of simulation and clinical training by students and provide some evidence on the basis of which simulation and clinical skills centres will be able to request additional staff and resources with ultimate increased benefits to both students and patients. Method: Following ethical approval, a survey using structured and semi-structured questions to illuminate qualitative and quantitative data was designed and distributed to students on all years of the pre-registration nursing programme (n=1800) via the University’s online managed learning environment (StudyNet). Upon return of the questionnaires, allowing a 2-month period for the students to reply, the data will be analysed using statistical and thematic analysis. A comparison will be made between students who have benefited from simulation training versus those who have only received clinical skills training in the classroom. Conclusion The results of this survey will provide both statistical and qualitative data from the students’ perspective of their clinical training whilst at the University. This will provide an insight into the extent to which experiential learning through simulation and clinical skills training prepares them for practice. If judged beneficial by students, it could encourage the funding for superior simulation and skills training centres for experiential and hands-on training. This in turn could improve recruitment and attrition rates of nursing students (AimHigher 2004). Conflict of Interest: Authors indicated they have nothing to disclose.