Student Perception of Skills and Simulation Delivery within an Undergraduate Nursing Curriculum. : The first of a series of papers looking at the creation and introduction of a Skills and Simulation Delivery Framework.

Fiona Cust; Amanda Friend; Emily Browne; Ben Woodrow-Hirst

doi:10.1921/jpts.v18i3.1715

Authors

Fiona Cust Senior Lecturer in Children's Nursing, Staffordshire University
Amanda Friend Chief Registrar, Leeds Children's Hospital
Emily Browne Course Director, Nursing (Shrewsbury Campus), Staffordshire University
Ben Woodrow-Hirst Lecturer, School of Health and Social Care, Staffordshire University

DOI:

https://doi.org/10.1921/jpts.v18i3.1715

Abstract

Introduction

The existing delivery method for skills training is very task focused and delivered in large groups with limited time for actual ‘hands on’ practice of skills. Simulation was only included, sporadically, within the curriculum.

Methods

A questionnaire was designed to ascertain the student’s existing level of experience in skills and simulation, in addition to their opinion as to how effective the current method of delivery was in relation to a positive learning experience, and generation of knowledge. Their viewpoint was also sought as to any thoughts they may have in relation to changing the delivery of skills and simulation.

Results

The results demonstrated that, overall, there was a negative response from the students in relation to the current delivery of skills and simulation.

Conclusion

The study identified further areas for research in relation to the delivery and integration of skills and simulation within a pre-registration nursing curriculum.

Key Words

Nursing education, simulation-based education

Author Biographies

Amanda Friend, Chief Registrar, Leeds Children's Hospital

Ben Woodrow-Hirst, Lecturer, School of Health and Social Care, Staffordshire University

Lecturer, School of Health and Social Care, Staffordshire University

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