The Use of simulation in professional learningbased on examples of nursing educationin Tallinn Health Care College
Background: Simulation-based learningis increasingly being usedandthis is now a significant part of learningprocess around the world with a purpose to prepare students for placement in working environment. Simulation environment enables to practise safely, to performthe procedures related to the professionand resolve cases/situations in the lifelike environment, after which an analysis and constructive, benevolent criticism will be followed.
Objective: To investigatethesecond-year nursing students` (academic year 2017/2018) experiences and achievement of learning outcomes in connection with the introduction of high-tech simulation-based learning in the Tallinn Health Care College.
Methods: This is aqualitativeempirical research, semi-structured interviews were carried out to collect data. The sample consisted of seven second-year nursing students of the Tallinn Health Care College (academic year 2017/2018). The interviews were carried out individually during 11.12.–12.12.2018,shortlyafter the simulation-based learning in the subject Clinical Nursing Proceduresby three second-year midwifery students. Participation in the interviews was voluntary, personal data was not used.The interviews were recorded and transcribed.Analysis of the inductive transcription was done in accordance withthe research tasks.The results were compared with the literature on evidence-based learning by simulation.
Conclusions: The research resultswere divided into two groups: 1. students` experiences (organization of simulation-based learning, mentors, environment, feedback) and2. achievement of learning outcomes in connection with the introduction of simulation-based learning in education process. The interviewees mentioned that they had had fear of being watched whileexercising,and there was not enough time for training. Methods of the mentors were different, an exchange lecturer was sometimes misunderstood due to a language barrier. Simulation environment made it possible to learn from one`s errors effortlessly.It was important to have constructive and benevolent criticism.Achievement of the learning outcome concerning the subject Patient Education was hampered because the communication with a simulator seemed “strange” requiringacting and a good imagination. The learning outcome concerning the performance of nursing procedures and manual skills was mostly achieved.In conclusion, simulation is an indispensable part of the learning process before the clinical placement. Comparingthe results with the literature, significant differences between them were not found.
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