The integration of simulation into a post registration neurological course: a phenomenological research study

Julie Derbyshire*, Barry Hill, Sadie Diamond-Fox

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Background: Simulation in healthcare education is becoming increasingly popular. However, there is limited evidence of simulation in post registration education or in neurological practice. This article reports on the introduction of simulation into a neurological course for registered nurses and the value of this from the learner perspective. Aim: To explore the experiences of nurses who participated in a neurological simulation activity. Methods: A phenomenological research design was used to explore the experiences of 10 registered nurses using semi-structured interviews. Findings: A total of four key themes were generated from the analysis: being in the spotlight, reality of simulation, theory to practice interface, and learning and working with others. Conclusion: The lived experience of the participants of this study has shown that neuro-simulation is valued as a teaching strategy to consolidate learning, with low-fidelity simulation receiving the most positive feedback owing to its authentic nature. A review of the high-fidelity session, where the simulation should become more realistic and use smaller, interprofessional groups, needs to be considered.
Original languageEnglish
Pages (from-to)6-13
Number of pages8
JournalBritish Journal of Neuroscience Nursing
Volume19
Issue number1
DOIs
Publication statusPublished - 2 Feb 2023

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