Perspectives of simulation facilitators, course professors and students on factors and outcomes of simulation effectiveness

Abstract

Simulation-based activities (SBAs) research has explored the perceived and actual impact of SBAs on nursing education. The current study compares the perceived efficacy and transferability of nursing simulation to clinical practice from the point of view of simulation facilitators (SFs), course professors (CPs) and students. A one-time online survey was administered to SFs, CPs and students regarding SBA effectiveness. Quantitative data were analysed using descriptive analysis. Student participants (especially those in years 2 and 3) perceived simulation to be a poorer (relative to course professors and SFs) reflection of their capabilities and means of developing clinical skills. Participants (including students, CPs and SFs) who reported that simulation group sizes as ideal were better prepared for SBAs, able to engage in clinical roles and to more effectively incorporate feedback. Qualitatively, CPs identified low-quality SBA facilitation as a barrier to learning effectiveness, and SFs described multiple approaches to simulation that influence transferability to clinical practice. We conclude that a misalignment between the strengths and weaknesses of SBAs by CPs, SFs and students may challenge improvement efforts. Group size, less positive student attitudes and a lack of confidence in SFs should be specifically addressed.