Students' journey: Empowering nursing students to design simulation-based education for peer-assisted learning (PAL)

TY - CHAP

T1 - Students' journey: Empowering nursing students to design simulation-based education for peer-assisted learning (PAL)

AU - Inayat Ali, Rahina

AU - Dolman, Leanne

AU - Mulligan , Jessica

AU - Zahran, Zainab

PY - 2024

Y1 - 2024

N2 - Simulation-based education (SBE) has been used for decades to augment teacher-centred approaches by allowing experiential, and practical application of students' knowledge in a controlled setting. Current nursing curricula employs simulation to educate our future nurses on specific proficiencies set by an independent regulator. Peer-assisted learning (PAL) in clinical education underpinned by social learning theory (Bandura, 1977) is used as a behavioural observational modelling framework expressed by cognitive and social congruence to promote delivery of appropriately pitched teaching in a simulated environment. However, PAL in SBE has a limited amount of evidence for implementing peer design simulation that promote substantial outcomes targeted at learners' educational needs, placement experiences, and clinical practice exposure. Description of initiative and approach/methods used The 11 essential criteria for meeting standards of best practices in simulation provided by the International Nursing Association for Clinical Simulation and Learning (INACSL) have been incorporated to meet the proficiencies guided by the Nursing and Midwifery Council (NMC UK). Students were provided a conceptual framework for designing SBE that present five progressive levels for the educational intervention. Students were challenged to use simulation as a tool rather than a pedagogy to influence/discover pertinent issues within current healthcare provision. They were instructed to design their own simulation by conducting a NEED assessment, highlighting incidents, or challenging situations. Different forms of simulation modalities were offered including immersive, procedural, or hybrid using emerging technologies. A conceptional framework for instructional design of simulations was used. The framework presented five progressive levels describing the educational intervention. The mode of delivery, simulation modality, instructional, presentation and reflection. The framework helped students become more familiar with the concepts of simulation and provided a taxonomy to be used in future practice. Discussion of the impact/outcome, and novelty of the initiative An increasing number of healthcare institutions are adopting simulation-based PAL approaches for non-pedagogical purposes for quality improvement initiatives, exploration of human behaviours within the clinical environment and opportunities to safely explore and evaluate ideas. Evidence collated from post-simulation questionnaire, demonstrated that students increased engagement and the autonomy to co-design their own simulation and identify key areas for change and adopt new approaches for sustainable outcomes. The student journey in this project identifies how simulation-based PAL can prepare students for registration, how they may manage similar situations in the future.

AB - Simulation-based education (SBE) has been used for decades to augment teacher-centred approaches by allowing experiential, and practical application of students' knowledge in a controlled setting. Current nursing curricula employs simulation to educate our future nurses on specific proficiencies set by an independent regulator. Peer-assisted learning (PAL) in clinical education underpinned by social learning theory (Bandura, 1977) is used as a behavioural observational modelling framework expressed by cognitive and social congruence to promote delivery of appropriately pitched teaching in a simulated environment. However, PAL in SBE has a limited amount of evidence for implementing peer design simulation that promote substantial outcomes targeted at learners' educational needs, placement experiences, and clinical practice exposure. Description of initiative and approach/methods used The 11 essential criteria for meeting standards of best practices in simulation provided by the International Nursing Association for Clinical Simulation and Learning (INACSL) have been incorporated to meet the proficiencies guided by the Nursing and Midwifery Council (NMC UK). Students were provided a conceptual framework for designing SBE that present five progressive levels for the educational intervention. Students were challenged to use simulation as a tool rather than a pedagogy to influence/discover pertinent issues within current healthcare provision. They were instructed to design their own simulation by conducting a NEED assessment, highlighting incidents, or challenging situations. Different forms of simulation modalities were offered including immersive, procedural, or hybrid using emerging technologies. A conceptional framework for instructional design of simulations was used. The framework presented five progressive levels describing the educational intervention. The mode of delivery, simulation modality, instructional, presentation and reflection. The framework helped students become more familiar with the concepts of simulation and provided a taxonomy to be used in future practice. Discussion of the impact/outcome, and novelty of the initiative An increasing number of healthcare institutions are adopting simulation-based PAL approaches for non-pedagogical purposes for quality improvement initiatives, exploration of human behaviours within the clinical environment and opportunities to safely explore and evaluate ideas. Evidence collated from post-simulation questionnaire, demonstrated that students increased engagement and the autonomy to co-design their own simulation and identify key areas for change and adopt new approaches for sustainable outcomes. The student journey in this project identifies how simulation-based PAL can prepare students for registration, how they may manage similar situations in the future.

M3 - Conference paper

BT - SESAM Conference, Prague.

ER -