Using simulation learning through academic‐practice partnership to promote transition to clinical practice: a qualitative evaluation

Aim To explore the effect of an innovative simulation education programme on nursing students' transition‐to‐practice experiences. Background Academic‐practice partnership is emerging as an important vehicle for improving nursing students' transition‐to‐practice. Using existing university resources, academic educators and alumni developed an innovative simulation educational programme known as the Simulated Professional Learning Environment ( SIMPLE ) to align the educational process with the realities of nursing practice. Educators and alumni collaborated to create and facilitate 15 hours of simulation sessions that comprised the learning platform for the SIMPLE programme. Design This was a descriptive qualitative study. Method Focus groups were conducted in 2012 with 22 final‐year nursing students completing their transition‐to‐practice clinical practicum. The interview transcripts were analysed using content analysis. Results Three themes were identified from the analysis: ‘experiencing the role of staff nurse’; ‘knowing how to’; and ‘learning from the ‘seniors’. Experiencing the role of staff nurse in the programme showed the nursing students what to expect and how to prepare for their roles. Knowing how to focus on holistic patient care, manage ‘difficult’ clients and communicate with other healthcare professionals were the learning outcomes gained from the programme. Learning from the ‘seniors’ about hospital work processes positively influenced the nurses' transition‐to‐practice experiences. Conclusion This study provides support for introducing the simulation education programme as an enhancement during nursing students' final year to improve their transition‐to‐practice experiences. A stronger collaborative relationship between academic educators and practising nurses could be further fostered by expanding this learning platform.