Abstract
Background
Simulation is potentially a means of increasing clinical education capacity. Significant
investments have been made in simulation but the extent to which this has improved
uptake, quality and diversity of simulation use is unclear.
Aim
To describe the current use of simulation in tertiary nursing education programs leading
to nurse registration Australia and New Zealand, and determine whether investments
in simulation have improved uptake, quality and diversity of simulation experiences.
Methods
A cross sectional electronic survey distributed to lead nursing academics in programs
leading to nurse registration in Australia and New Zealand.
Findings
51.6% of institutions responded and reported wide variation in allocation of program
hours to clinical and simulation learning. Simulation was embedded in curricula and
positively valued as an adjunct or substitute for clinical placement. While simulation
environments were adequate, staff time, training and resource development were barriers
to increasing the quality, amount and range of simulation experiences. Quality assurance
and robust evaluation were weak.
Discussion
Simulation program hours are inconsistently reported and underutilized in terms of
potential contribution to clinical learning. Benefits of capital investment in simulation
physical resources have been realised, but barriers persist for increasing high quality
simulation in nursing programs.
Conclusion
Transitioning components of clinical education from the clinical to tertiary sectors
has resource implications. Establishment of sustainable, high quality simulation experiences
requires staff training, shared resources, best practice and robust evaluation of
simulation experiences in nursing curricula.
Keywords
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Article info
Publication history
Published online: October 09, 2017
Accepted:
September 22,
2017
Received in revised form:
August 17,
2017
Received:
November 28,
2016
Identification
Copyright
© 2017 Australian College of Nursing Ltd. Published by Elsevier Ltd.
