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0056 Does Utilising Simulation Technology Facilitate Professional Capability In Undergraduate Student Nurses?
  1. Maureen Jersby,
  2. Paul Van Schaik,
  3. Steve Green
  1. Teesside University, Middlesbrough, UK


Background High-fidelity simulation (HFS) has great potential to improve decision-making in clinical practice. In previous research, students reported an increase of confidence following HFS, but its effectiveness in clinical practice has not been established. The aim of this research is to establish to what extent exposing students to simulated clinical scenarios through HFS facilitates learning and informs decision-making skills in clinical practice.

Method Multiple-criteria decision-making theory (MCDTM) allows the measurement of human judgement and decision-making under uncertainty. In this study, MCDTM is used to measure the quality of second-year pre-registration nursing students’ learning experience and the usefulness of HFS for clinical decision-making. A repeated-measures design is used to take two measurements: the first one after the first simulation experience and again after clinical placement. Baseline measurements were obtained from academics. Data were analysed utilising the MCDM tool.

Results The results demonstrate that immediately following their initial teaching students believe that simulation supports all aspects of clinical decision-making (83%). Although students did not agree on what aspects of learning were the most important, the overall results show that a substantial agreement that HFS supports high-quality learning experience (87%). Following clinical practice the level of support for clinical decision-making fell to 71%, suggesting that students’ perception of transferability of knowledge is limited.

Conclusion Overall, the levels of support from simulation on the education experiences of undergraduate student’s nurses are high. However, there are no comparative data available from classroom teaching of similar content so it cannot be established if these levels are due to simulation alone. There is still a need for an objective, valid and reliable evaluation tool for student’s clinical performance following simulation education.


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  3. Sok Ying Liaw S, Scherpbier A, Rethans JJ, Piyanee Klainin-Yobas P. Recognizing, responding to and reporting patient deterioration: Transferring simulation learning to patient care settings. Resuscitation 2012b;83:395–398

  • Category: Course or curriculum evaluation/innovation/integration
  • Category: Course or curriculum evaluation/innovation/integration

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