Confidence and deeper learning: simulated practice within pre-registration nurse education | Zendy

Nicola Morrell-Scott | Zendy

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Confidence and deeper learning: simulated practice within pre-registration nurse education

Author(s) -

Nicola Morrell-Scott

Publication year - 2018

Publication title -

british journal of nursing

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.269

H-Index - 48

eISSN - 2052-2819

pISSN - 0966-0461

DOI - 10.12968/bjon.2018.27.14.827

Subject(s) - pre registration , relevance (law) , interpretative phenomenological analysis , nurse education , nursing , qualitative research , perception , psychology , sample (material) , nurse educator , medical education , medicine , sociology , social science , chemistry , chromatography , neuroscience , political science , law

A qualitative phenomenological research study sought to determine the perceptions of final-year nursing students about the value of simulation during their nurse education. The study sample consisted of 18 final-year students, and semi-structured interviews were undertaken. Data analysis using interpretative phenomenological analysis was carried out. The findings suggest that nursing students perceive simulation as a useful educational tool, which can increase their confidence and encourage deeper learning. The relevance of this research also relates to the potential for more simulated time within the new educational standards.

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