Communities of Practice in Simulated-Practice Learning Placement: a large cohort study

Joelle Salje

doi:10.1921/jpts20252498

Authors

Joelle Salje Solent University https://orcid.org/0000-0003-2242-0818

DOI:

https://doi.org/10.1921/jpts20252498

Keywords:

Community of practice, Diversify, student-centered learning, large cohorts, Education

Abstract

Large and increasingly diverse undergraduate nursing cohorts present a challenge to nurse education. The formation of communities of practice within simulated practice learning (simulated placements) may offer one such solution.

This qualitative study explored a simulated practice learning placement from the student's perspective. It included 330 undergraduate nursing students in 2022–2023, and 306 in 2023–2024, totaling a study cohort of 636 students. The study used the qualitative findings from two surveys: the Simulation Effectiveness–Modified and the End of Placement Survey.

Finding revealed that students engaged in rich and meaningful discussions within their diverse groups. Enabled by the simulated practice learning that provided the time and space for collaboration, the students co-constructed nursing-related knowledge and skills. A safe environment was also deemed particularly important.

The community of practice not only enhanced personal and professional growth, but also addressed the unique needs of the heterogenous student groups, presenting the approach as an effective alternative to nurse education.

Author Biography

Joelle Salje, Solent University

Joelle Salje is the lead for Simulated Practice Learning (SPL) at a widening participation university, where she prepares students for the realities of clinical practice. She uses active, experiential learning approaches, drawing on simulation-based education to immerse students in diverse aspects of the nursing role and develop confidence, critical thinking and professional identity. Her work is grounded in educational research and guided by a customised SPL design framework. Joelle’s research focuses on SPL, curriculum design and inclusivity in nursing education.

References

Ardichvili, A., Page, V. & Wentling, T. 2003, "Motivation and barriers to participation in virtual knowledge‐sharing communities of practice", Journal of knowledge management, vol. 7, no. 1, pp. 64–77.

Barrotta, P. 2020, "Pragmatism and transactional realism", Philosophical Inquiries, vol. 8, no. 2, pp. 111–128.

Bednarz, H., Schim, S. & Doorenbos, A. 2010, "Cultural diversity in nursing education: Perils, pitfalls, and pearls", Journal of nursing education, vol. 49, no. 5, pp. 253–260.

Bouchamma, Y., April, D. & Basque, M. 2018, "How to establish and develop communities of practice to better collaborate", Canadian Journal of Educational Administration and Policy, , no. 187.

Braun, V. & Clarke, V. 2006, "Using thematic analysis in psychology", Qualitative research in psychology, vol. 3, no. 2, pp. 77–101.

Bruner, J.S. 1960, The Process of Education, Harvard University Press, MA, USA.

Buus, N. & Moensted, M. 2022, "Collectively learning to talk about personal concerns in a peer‐led youth program: A field study of a community of practice", Health & Social Care in the Community, vol. 30, no. 6, pp. e4425–e4432.

CoDH 2024, , Simulation in Nursing Education: An Evidence Base for the Future. Available: https://councilofdeans.org.uk/wp-content/uploads/2024/01/CoDH-ARU-Simulation-in-Nursing-Education-Report-Jan-2024.pdf [2024, 29th Feb].

Doyle, K., Sainsbury, K., Cleary, S., Parkinson, L., Vindigni, D., McGrath, I. & Cruickshank, M. 2017, "Happy to help/happy to be here: Identifying components of successful clinical placements for undergraduate nursing students", Nurse education today, vol. 49, pp. 27–32.

Gauthier, L. 2016, "Redesigning for student success: Cultivating communities of practice in a higher education classroom", Journal of the Scholarship of Teaching and Learning, vol. 16, no. 2, pp. 1–13.

Grealish, L., Bail, K. & Ranse, K. 2010, "Investing in the future’: residential aged care staff experiences of working with nursing students in a ‘community of practice", Journal of Clinical Nursing, vol. 19, no. 15‐16, pp. 2291–2299.

Greer, L.L. & van Kleef, G.A. 2010, "Equality versus differentiation: The effects of power dispersion on group interaction.", Journal of Applied Psychology, vol. 95, no. 6, pp. 1032.

INACSL 2016, "INACSL Standards of Best Practice: SimulationSM

Simulation Glossary", Clinical simulation in nursing, vol. 12, pp. 39–47.

Jacobs, A. & Venter, I. 2017, "Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education", African Journal of Health Professions Education, vol. 9, no. 3, pp. 107–110.

Jeffries, P. 2020, Simulation in nursing education: From conceptualization to evaluation, Lippincott Williams & Wilkins.

Larue, C., Pepin, J. & Allard, É 2015, "Simulation in preparation or substitution for clinical placement: A systematic review of the literature", Journal of Nursing education and practice, vol. 5, no. 9, pp. 132–140.

Lave, J. & Wenger, E. 1991, Situated learning: Legitimate peripheral participation, Cambridge university press.

Leighton, K., Ravert, P., Mudra, V. & Macintosh, C. 2015, "Updating the simulation effectiveness tool: item modifications and reevaluation of psychometric properties", Nursing Education Perspectives, vol. 36, no. 5, pp. 317–323.

NMC 2024, Simulated practice learning. Available: https://www.nmc.org.uk/standards/guidance/supporting-information-for-our-education-and-training-standards/simulated-practice-learning/ [2024, April].

NMC 2023, Open Council - 25 January 2023. Available: https://www.nmc.org.uk/globalassets/sitedocuments/councilpapersanddocuments/council-2022/open-council---25-january-2023.pdf [2023, 22nd February].

NMC 2022a, Current Recovery Standards. Available: https://www.nmc.org.uk/globalassets/sitedocuments/education-standards/current-recovery-programme-standards.pdf [2022, 24th August].

NMC 2022b, Nursing and midwifery register grows and becomes more ethnically diverse. Available: https://www.nmc.org.uk/news/news-and-updates/nursing-and-midwifery-register-grows-and-becomes-more-ethnically-diverse/ [2024, 20th September].

NMC 2021, Council approves continued use of recovery standards to increase flexible use of simulation. Available: https://www.nmc.org.uk/news/news-and-updates/council-approves-continued-use-of-recovery-standards-to-increase-flexible-use-of-simulation/ [2022, 23.01].

NMC 2018, Future nurse: Standards of proficiency for registered nurses. Available: https://www.nmc.org.uk/globalassets/sitedocuments/standards-of-proficiency/nurses/future-nurse-proficiencies.pdf [2022, 21st Oct].

NMC 2010, Standards for pre-registration nursing education. available: https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-for-pre-registration-nursing-education.pdf [2022, 24th August].

Norton, L. 2018, Action research in teaching and learning: A practical guide to conducting pedagogical research in universities, 2nd edn, Routledge, London.

Nowell, L.S., Norris, J.M., White, D.E. & Moules, N.J. 2017, "Thematic analysis: Striving to meet the trustworthiness criteria", International journal of qualitative methods, vol. 16, no. 1, pp. 1609406917733847.

Parker, R.A., McNeill, J. & Howard, J. 2015, "Comparing pediatric simulation and traditional clinical experience: student perceptions, learning outcomes, and lessons for faculty", Clinical Simulation in Nursing, vol. 11, no. 3, pp. 188–193.

Pyrko, I., Dörfler, V. & Eden, C. 2019, "Communities of practice in landscapes of Practice", Management Learning, vol. 50, no. 4, pp. 482–499.

Reason, P. 2003, "Pragmatist philosophy and action research: Readings and conversation with Richard Rorty", Action Research, vol. 1, no. 1, pp. 103–123.

Roberts, E., Kaak, V. & Rolley, J. 2019, "Simulation to replace clinical hours in nursing: a meta-narrative review", Clinical Simulation in Nursing, vol. 37, pp. 5–13.

Salje, J. & Moyo, M. 2023, "Implementation of a virtual student placement to improve the application of theory to practice", British Journal of Nursing, vol. 32, no. 9, pp. 434–441.

Stephen, L., Kostovich, C. & O'Rourke, J. 2020, "Psychological safety in simulation: Prelicensure nursing students’ perceptions", Clinical Simulation in Nursing, vol. 47, pp. 25–31.

Turner, S. & Harder, N. 2018, "Psychological safe environment: a concept analysis", Clinical Simulation in Nursing, vol. 18, pp. 47–55.

Vygotsky, L.S. & Cole, M. 1978, Mind in society: Development of higher psychological processes, Harvard university press.

Wenger, E. 2009, "A social theory of learning" in Contemporary theories of learning Routledge, , pp. 217–240.

Wenger, E. 1998, "Communities of practice: Learning as a social system", Systems thinker, vol. 9, no. 5, pp. 2–3.

Wenger, E., McDermott, R. & Snyder, W.M. 2002, "Seven principles for cultivating communities of practice", Cultivating Communities of Practice: a guide to managing knowledge, vol. 4, pp. 1–19.

Wenger-Trayner, E. & Wenger-Trayner, B. 2015, , Introduction to communities of practice

a brief overview of the concept and its uses. Available: https://www.wenger-trayner.com/introduction-to-communities-of-practice/ [2024, 5th March].