Simulation a valuable tool in nursing
THE FIELD of nursing education is constantly evolving with the demands of a continually changing healthcare landscape. As part of this evolution, the integration of simulation-based learning has gained prominence as a valuable educational tool in nursing programmes worldwide.
This view stemmed from investigating the benefits and challenges of incorporating simulation into the curriculum. The study included a comprehensive review of relevant literature, interviews with nursing educators, and observations of simulation practices in other nursing programmes globally.
RATIONALE
Simulation-based learning provides a controlled environment that allows the practice and honing of clinical skills in a safe learning environment without posing risks to patient safety. Simulation offers a viable solution to ensure students gain practical experience in various scenarios in the Jamaican healthcare context, where clinical placements may be limited. The integration of Simulation aligns with global best practices in nursing education and has demonstrated positive outcomes in improving nursing students’ critical thinking, decisionmaking, and communication skills, according to P.R. Jeffrie soft he National League for Nursing (NLN) in the United States.
A phased approach will ensure a successful integration of Simulation into BSc nursing programmes. Faculty development programmes are essential in this integration to ensure educators are wellversed in simulation techniques and technologies, as the NLN recommends. Collaboration with healthcare institutions and acquiring state-of-the-art simulation equipment are essential to implementation. The curriculum redesign must incorporate simulation experiences at strategic points, ensuring alignment with clinical competencies and learning outcomes.
POTENTIAL BENEFITS
Integrating simulation in the BSc nursing programmes holds numerous potential benefits. These include enhanced clinical competence, increased student confidence, and improved readiness for real-world patient care situations. Simulation also allows for the standardisation of learning experiences, ensuring that all students are exposed to the exact scenarios and challenges, regardless of variations in clinical placements, per the standards of the International Nursing Association of Clinical Simulation and Learning (INACSL).
While the benefits of Simulation in nursing education are evident and offer numerous advantages, challenges exist. According to researchers R. P. Cant and S. J. Cooper, these challenges may include financial constraints, resistance to change among faculty, and the need to evaluate and validate simulation scenarios. Furthermore, its acceptance and recognition by licensing authorities, employers, and professional organisations pose significant challenges. Addressing these concerns is crucial for ensuring the successful implementation and sustainability of simulation-based learning.
Licensing Authorities: One key challenge is gaining acceptance from nursing licensing authorities (e.g. The Nursing Council of Jamaica). These regulatory bodies are pivotal in setting standards for nursing education and practice. As evident in the United States, the level of acceptance of simulation as a valid educational method may vary among different licensing authorities. Some jurisdictions may not fully recognise simulation hours as equivalent to traditional clinical hours, potentially impacting graduates’ accreditation and licensure process, as noted in a 2019 study by the US National Council of State Boards of Nursing. Collaborative efforts between nursing educators and regulatory bodies are essential to establish guidelines and standards that validate the use of simulation in meeting clinical competency requirements for licensure.
Employers and professional organisations: The acceptance of Simulation in nursing education by employers and professional organisations is critical for the seamless transition of graduates into the workforce. Concerns may arise regarding the ability of simulation experiences to prepare students for the challenges of real-world clinical settings adequately. As pointed out by A. J. Bland and colleagues writing in the Journal of Advanced Nursing, employers may question the authenticity of skills gained in simulated environments compared to those acquired through traditional clinical experiences. Additionally, professional organisations may play a role in influencing the perception of Simulation in nursing education.
COLLABORATION
To address these concerns, collaboration between academia and healthcare institutions is crucial. Partnerships can facilitate the development of simulation scenarios that closely mimic the complexities of actual clinical practice. Involving nurse practitioners and healthcare administrators in designing and evaluating simulation experiences can enhance their credibility and relevance to real-world scenarios.
Moreover, engaging with professional organisations and employers in ongoing dialogues about the benefits of simulation can contribute to a better understanding of its role in nursing education. Demonstrating the alignment of simulation experiences with industry standards and competencies and showcasing the positive outcomes of critical thinking and decisionmaking can contribute to changing perceptions and gaining acceptance.
Overcoming the challenges of accepting simulation in nursing education by licensing authorities, employers, and professional organisations requires a proactive and collaborative approach.
By addressing concerns, establishing clear standards, and demonstrating the effectiveness of simulation in producing competent and well-prepared nursing graduates, BSc Nursing programmes can foster broader acceptance and support for the integration of simulation-based learning.
The significance of these findings is that the integration of simulation in the BSc nursing programmes will represent a progressive step toward ensuring that nursing graduates are well-prepared for the complexities of modern healthcare. This white paper advocates for a thoughtful and strategic approach to implementation, focusing on faculty development, collaboration, and alignment with established clinical competencies. The potential benefits – including enhanced clinical competence and improved readiness for professional practice – position simulation as a valuable adjunct to traditional clinical education in Jamaican nursing schools and by extension professional practice.