Learning nursing through simulation: A case study approach towards an expansive model of learning.
This study explores the impact of simulation upon learning for undergraduate nursing students. The study objectives were (a) to explore the experiences of participating in simulation education for a small group of student nurses; and (b) to explore learning through simulation from the perspectives of the nursing students, the nurse educators and the nurse mentors. Conducted as a small-scale narrative case study, it tells the unique stories of a small number of undergraduate nursing students, nurse mentors and nurse educators and explores their experiences of learning through simulation. Data analysis through progressive focusing revealed that the nurse educators viewed simulation as a means of helping students to learn to be nurses, whilst, the nurse mentors suggested that simulation helped them to determine nursing potential. The students' narratives showed that they approached simulation learning in different ways resulting in a range of outcomes: those who were successfully becoming nurses, those who were struggling or working hard to become nurses and those who were not becoming nurses. Theories of professional practice learning and activity theory present an opportunity to articulate and theorise the learning inherent in simulation activities. They recognise the links between learning and the environment of work and highlight the possibilities for learning to inspire change and innovation.
University of the West of England, Alexandra Warehouse, Gloucester Docks, Gloucester GL1 2LG, United Kingdom. Electronic address: Elizabeth.Berragan@uwe.ac.uk.
Liz
L
Berragan
D004508:Education, Nursing, Baccalaureate; D005181:Faculty, Nursing; D006801:Humans; D007407:Interviews as Topic; D007858:Learning; D008348:Manikins; D008611:Mentors / Q000523:psychology; D017145:Models, Educational; D033262:Narration; D036301:Qualitative Research; D000066908:Simulation Training; D013338:Students, Nursing / Q000523:psychology; D006113:United Kingdom
Expansive learning; Learning; Nursing students; Professional practice learning; Simulation