Integration of clinical simulation into a post-registration neurological course: Insights from the students on the use of a flexible approach to debriefing

Barry Hill*, Julie Derbyshire, Sadie Diamond-Fox

*Corresponding author for this work

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Background: This hermeneutic-phenomenological study explored the integration of simulation-based training and flexible debriefing techniques within a post-registration neurological course for registered nurses. It aimed to understand the potential of these teaching strategies to enhance clinical skills and encourage confidence in neurological practice. Aim: The research sought to explore the lived experiences of post-registration neurological nursing students, emphasising their interaction with clinical simulation and flexible debriefing methods to enhance their learning experiences. Methods: Adopting a hermeneutic-phenomenological research design, the study examined the experiences of ten registered nurses, gathering data through semi-structured interviews and focus groups. The resultant data offered a rich understanding of their engagement with the simulation-based course. Findings: The thematic analysis of the data revealed four dominant themes: (1) self-evaluation and critique, (2) group discussion and collective learning, (3) confidence building, and (4) interface of theory and practice. These themes provided a nuanced understanding of the participants’ experiences with the course and its pedagogical strategies. Conclusion: The findings accentuated the transformative role of high-fidelity simulation, complemented with flexible debriefing techniques, in enhancing the participants’ self-confidence, neurological knowledge, and clinical skills. Despite some challenges relating to reconciling student expectations with the reality of mannequin-based simulation, these insights illuminate the intrinsic value of flexible debriefing as a pivotal tool in supporting other pedagogical strategies, thereby enriching the overall student experience within this post-registration neurological course.

Original languageEnglish
Pages (from-to)46-52
Number of pages7
JournalJournal Of Applied Learning and Teaching
Issue numberSpecial Issue 1
Publication statusPublished - 4 Feb 2024

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