The importance of simulation in nursing education
Main Article Content
Abstract
Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an innovative teaching method that stimulates a number of senses at the same time among learners. Simulation is a method which can be designed to reflect real-life conditions, and which provides the opportunity to work in contexts that are closer and more representative of real settings. Depending on the clinical situation or scenario; the simulation method will involve a student or a group of students performing a number of patient care activities on a manikin, player or standardized patient. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. Simulations is an educational process that can replicate clinical practices in a safe environment. Nursing students who take part in education programs involving simulations perform less medical mistakes in clinical settings, and are able to better develop their critical thinking and clinical decision-making skills. For these reasons, we recommend that simulations, which represent an interactive learning method, are rendered more common in institutions providing nursing education. Keywords: Simulation; nursing education; nursing students
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EYIKARA, Evrim; BAYKARA, Zehra Gocmen.
The importance of simulation in nursing education.
World Journal on Educational Technology: Current Issues, [S.l.], v. 9, n. 1, p. 02-07, jan. 2017.
ISSN 1309-0348.
Available at: <http://sproc.org/ojs/index.php/wjet/article/view/543>. Date accessed: 02 dec. 2017.
doi: https://doi.org/10.18844/wjet.v9i1.543.
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Radhakrishnan, K., Roche, J.P., & Cunningham, H. (2007). Measuring clinical practice parameters with human patient simulation: A pilot study. International Journal of Nursing Education Scholarship, 4(1), 1-11.
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Schoening, A.M., Sittner, B.J., &Todd, M.J. (2006). Simulated clinical experience nursing students' perceptions and the educators' role. Nurse Educator, 31(6), 253-258.
Wilford, A., & Doyle, T.J. (2006). Integrating simulation training into the nursing curriculum. British Journal of Nursing, 15(11), 604-607.
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Baillie, L., & Curzio, J. (2009). A survey of first year student nurses’ experiences of learning blood pressure measurement. Nurse Education in Practice, 9, 61-71.
Ballard, G., Piper, S., & Stokes, P. (2012). Effect of simulated learning on blood pressure measurement skills. Nursing Standard, 27(8), 43-47.
Bambini, D., Washburn, J., & Perkins, R. (2009). Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment. Nursing Education Perspectives, 30(2), 79-82.
Bradley, P. (2006). The history of simulation in medical education and future directions. Medical Education,40, 254-262.
Cant, R.P., & Cooper, S.J. (2010). Simulation-based learning in nurse education: Systematic Review. Journal of Advanced Nursing, 66(1), 3-15.
Castanelli, D.J. (2009). The rise of simulation in technical skills teaching and the implications for training novices in anaesthesia. Anaesthesia and Intensive Care, 37(6), 903-910.
Dil, S., Uzun, M., & Aykanat, B. (2012). Innovation in nursing education. International Journal of Human Sciences, 9(2), 1217-1228.
Fanning, R.M., & Gaba, D.M. (2007). The role of debriefing in simulation-based learning. Society For Simulation in Healthcare, 2(2), 115-125.
Fletcher, J.L. (1995). AANA journal course: Update for nurse anesthetists-anesthesia simulation: A tool for learning and research. Journal of the American Association of Nurse Anesthetist, 63(1), 61-67.
Goris, S., Bilgi, N., & Bayindir S.K. (2014). Use of simulation in nursing education. Journal of Duzce University Health Sciences Institute, 4(2), 25-29.
Harder, B.N. (2009). Evolution of simulation use in health care education. Clinical Simulation in Nursing, 5, 169-172.
Kaddoura, M.A. (2010). New graduate nurses’ perceptions of the effects of clinical simulation on their critical thinking, learning, and confidence. The Journal of Continuing Education in Nursing, 41(11), 506-516.
Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment: Students' experiences. Journal of Nursing Education, 46(6), 269-276.
Medley, C.F., & Horne, C. (2005). Using simulation technology for undergraduate nursing education. Journal of Nursing Education, 44(1),31-34.
Midik, O., & Kartal, M. (2010). Simulation-based medical education. Marmara Medical Journal, 23(3), 389-399.
Nehring, W.M, & Lashley, F.R. (2004). Current use and opinions regarding human patient simulators in nursing education: An international survey. Nursing Education Perspectives, 25(5), 244-248.
Oermann, M.H., & Garvin, M.F. (2002). Stresses and challenges for new graduates in hospitals. Nurse Education Today, 22, 225-230.
Radhakrishnan, K., Roche, J.P., & Cunningham, H. (2007). Measuring clinical practice parameters with human patient simulation: A pilot study. International Journal of Nursing Education Scholarship, 4(1), 1-11.
Reed, C.C., Lancaster R.R., & Musser, D.B. (2009). Nursing leadership and management simulation creating complexity. Clinical Simulation in Nursing, 5(1),17-21.
Sari, D., Turgay A.S., & Genc R.E. (2008). Effect on anxiety level of distinct education that given application previous to midwifery students will do first time invasive attempt. Journal of Ege University Nursing Faculty, 24(3), 1-8.
Schoening, A.M., Sittner, B.J., &Todd, M.J. (2006). Simulated clinical experience nursing students' perceptions and the educators' role. Nurse Educator, 31(6), 253-258.
Wilford, A., & Doyle, T.J. (2006). Integrating simulation training into the nursing curriculum. British Journal of Nursing, 15(11), 604-607.
World Health Organization. Nursing & Midwifery Human Resources for Health (2009). Global standards for the initial education of professional nurses and midwives. World Health Organization, Department of Human Resources for Health. Geneva: 3-36.
Ziv, A., Wolpe, P.R., Small, S.D., & Glick, S. (2003). Simulation-based medical education: An ethical imperative. Academic Medicine, 78(8),783-788.