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0137 A Proposal For The Implementation Of Simulated Practice Sign-up Sessions Involving The Use Of Multi-dimensional Clinical Skills And Holistic Decision Making For Second Progression Point Pre-registration Nursing Students
  1. Rhiannon Eley,
  2. Karen Fawkes,
  3. Carol Fordham-Clarke
  1. Florence Nightingale School of Nursing and Midwifery, King’s College London, London, UK


Background/context There is much evidence around the value of simulated practice in pre-registration nursing programmes (Valler-Jones, et al, 2011, Brooks, et al, 2010, Haigh, 2007, Cioffi, 2001). However, the skills and simulation sessions currently run at the Florence Nightingale School of Nursing and Midwifery (FNSNM) at King’s College London have a heavy focus on either “bench top” skills, or high fidelity, deteriorating patient scenarios. It was felt that there was potential for students to have the opportunity to consolidate a wide variety of both technical and non-technical skills through the use of simulated practice encompassing holistic patient care in a common clinical scenario.

Description of innovation or topic Four patient scenarios have been developed using medium fidelity manikins in order for the students to be able to interact and engage more fully. The skills to be practiced are both technical, such as checking vital signs and administering medication, and non technical for example communication, documentation and leadership. By using a simulation based approach, the students can care holistically for a patient, bringing many skills together in an imitation of the real complexities of the everyday clinical environment (Brooks et al 2010).

Results Initial feedback from students is overwhelmingly positive. The students have recognised that the aim of the simulation was not to teach them new or emergency skills, but to allow them to consolidate their existing skills in a safe environment.

Conclusions and recommendations Overall, the sessions are providing second progression point students with a valuable opportunity to consolidate learning and bring together both technical and non-technical skills in a safe environment, where knowledge gaps can be identified and practice can be considered critically prior to taking the step into managing patient loads in the final progression point.


  1. Brooks N, Moriarty A, Welyczko N. Implementing simulated practice learning for nursing students. Nursing Standard 2010; 24(20):p41–45

  2. Coiffi J. Clinical simulations: development and validation. Nurse Education Today 2001;21:p477–486

  3. Haigh J. Expansive learning in the university setting: The case for simulated clinical experience. Nurse Education in Practice 2007;7:p95–102

  4. Valler-Jones T, Meechan R, Jones H. Simulated practice - a panacea for health education? British Journal of Nursing 2011;20(10):p628–631

  • Category: Course or curriculum evaluation/innovation/integration

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