An evaluation of simulated clinical practice for adult branch students.
OBJECTIVE
To evaluate simulation strategies used for adult branch nursing students in one university.


METHODS
A questionnaire was used to collect quantitative data and open comments (qualitative data). The evaluation was completed by 45 of a group of 60 second-year diploma nursing students.


RESULTS
There was widespread agreement that simulation is a productive learning strategy that broadens theoretical learning and supports the practice element of nurse education. Areas commented on included developing confidence, individual support and linking theory to practice.


CONCLUSIONS
Simulation supports the practical learning experience. It will neither take the place of traditional methods of teaching nor replace good practice experience for nursing students, but can support both elements of nurse education.
Prescott
S
S
University of Huddersfield, Huddersfield. s.f.prescott@hud.ac.uk
Garside
J
J
D000328:Adult; D001291:Attitude of Health Personnel; D002637:Chest Pain / Q000451:nursing; D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D030141:Feedback, Psychological; D006801:Humans; D008348:Manikins; D009730:Nursing Assessment; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009742:Nursing Theory; D015397:Program Evaluation; D036301:Qualitative Research; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013664:Teaching Materials