Learner, Practitioner, Facilitator: The high-fidelity simulation journey of graduate tutors in pre-registration nursing education

Introduction As graduate tutors in nursing education, we are relatively newly qualified professionals who have returned to academia to assist in undergraduate teaching while undergoing a programme of doctoral study. As such we have undergone a ‘HFS journey’ as we have encountered HFS as students, been influenced by it in our practice, and utilised it as educators. We are therefore uniquely positioned to offer insight into the ongoing positive influence of HFS in terms of professional development. The HFS Journey As students: • HFS developed our confidence and deepened our appreciation of error avoidance and patient protection. • HFS provided opportunity to critically analyse and reflect upon our developing knowledge and skills (Aldridge, 2012). • The symbiotic relationship between HFS and theoretical lectures facilitated deep learning. As practitioners • HFS enhanced our communication, interpersonal and collaboration skills. • HFS provided us with experience in offering feedback, observing and teaching others. • HFS prepared us for working within perioperative care where sophisticated technological devices are employed, and within gerontology where assistive technologies are increasingly used (Moyle et al., 2013). • HFS enhanced our clinical decision-making and problem-solving skills. As facilitators • Bauman & Wolfenstein (2013, p.110) state that “as teachers, faculty, we are rarely aware of the lived experience of students”. Our positive experiences of HFS as students and practitioners ensure we are ideally placed to facilitate HFS, as we have a connectedness and affinity for students’ experiences and as such, can provide non-judgemental reassurance and support. • Facilitating HFS develops our teaching skills, by providing opportunities for innovative and inventive teaching. Conclusion As graduate tutors, we can uniquely contribute to students’ HFS experiences and in return can nurture our own teaching skills by working collaboratively with the HFS team. As such, our HFS journey has, and continues to be an essential component of our ongoing professional development.