'Ward for the day': A case study of extended immersive ward-based simulation

Hugh Davies; Rebecca Schultz; Deb Sundin; Elisabeth Jacob

doi:10.1016/j.nedt.2020.104430

'Ward for the day': A case study of extended immersive ward-based simulation

Nurse Educ Today. 2020 Apr 10:90:104430. doi: 10.1016/j.nedt.2020.104430. Online ahead of print.

Authors

Hugh Davies¹, Rebecca Schultz², Deb Sundin², Elisabeth Jacob³

Affiliations

¹ School of Nursing & Midwifery, Edith Cowan University, Joondalup, Western Australia 6027, Australia. Electronic address: h.davies@ecu.edu.au.
² School of Nursing and Midwifery, Edith Cowan University, Australia.
³ School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Australia.

PMID: 32305570
DOI: 10.1016/j.nedt.2020.104430

Abstract

Background: Simulation is an important teaching strategy in the preparation of nursing students for professional practice. The focus of simulation has shifted from single patient encounters to multiple case studies provoking immersion in all the activities that are regularly performed on the ward. Extended immersive simulation cannot replicate completely the stresses of working on a 'real' ward, but it does provide a safe environment for students to practice the role of being a registered nurse.

Objective: To evaluate satisfaction associated with student experiences of mentorship by industry partners, self-reflection on performance, and responses to clinical situations following an episode of extended immersive ward-based simulation.

Design: Mixed methods case study.

Setting: School of Nursing and Midwifery metropolitan Western Australian university.

Participants: A cohort of 278 final year students enrolled in a three-year Bachelor of Nursing program.

Method: Eight demonstration rooms were re-configured to resemble a mixed medical/surgical ward. Nursing students and manikins in each room simulated different patient scenarios. Students were organised in three-hour shifts in which to undertake the role of a registered nurse. Industry partners undertook shift coordinator and senior nursing roles. Surveys were distributed to students at the end of the two-day simulation. Student satisfaction was evaluated using the Satisfaction with Simulation Experience scale and content analysis of open-ended questions.

Results: A total of 243 students (87.4%) responded to the survey. None of the scaled items had a mean score of below 4.5. Content analysis of 458 written responses identified three themes: simulation, role of registered nurse and learning.

Conclusion: Extended immersive ward-based simulation offers the opportunity for educators to mirror what happens in clinical practice. Students value the opportunity to safely experience simulated demands of working on a busy ward and learn how to meet workplace pressures in the delivery of patient care.

Keywords: Extended immersive simulation; Nursing education; Student satisfaction; Undergraduate nursing students.