Simulation learning in nursing programs incorporates human patient simulations where learners can develop, apply knowledge, develop, refine and participate in a realistic clinical situation, thus perfecting their skills and educational needs (Aebersold, 2018). It is an interactive way of teaching that was unveiled to help in enhancing patient safety through proper education of students before they can get to the real-world and replicate what they learned. Simulation education is a type of educational strategy that realizes the gap between clinical experience and classroom learning (Aebersold, 2018). It, therefore, bridges the gap by allowing students to practice in a simulated environment, thereby gaining the required experience.
There are benefits associated with simulation in the nursing practice as a stratagem of learning. It is an important means of educating students in a manner that they can replicate their lesson in real life (Kim, Park & Shin, 2016). It is also beneficial as it eliminates all risk associated with learning through actual patients. The students are also able to acquire informatics competencies through the simulation process. It is also beneficial as students get to practice their decision-making skills through various real-life situations (Kim, Park & Shin, 2016). Students can get a genuine learning experience that they will later apply in their clinical practice.
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There are several benefits of simulation nursing programs as compared to those of clinical experiences. While both learning strategies give the student the needed expertise, simulation learning occurs in a made-up scenario, thus is controlled (Aebersold, 2018; Henriksen et al., 2019). Simulation learning is also beneficial as it allows students practice on a range of scenarios unlike in clinical practice where they have to practice on the cases they receive while in their learning environment (Aebersold, 2018; Henriksen et al., 2019). Simulation practice is also better than clinical practice s students do not practice on actual patients.
References
Aebersold, M. (2018) "Simulation-Based Learning: No Longer a Novelty in Undergraduate Education" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 2
Henriksen, J., Löfmark, A., Wallinvirta, E., Gunnarsdóttir, Þ. J., & Slettebø, Å. (2019). European Union directives and clinical practice in nursing education in the Nordic countries. Nordic Journal of Nursing Research , 2057158519857045.
Kim, J., Park, J. H., & Shin, S. (2016). Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC medical education , 16 , 152. doi:10.1186/s12909-016-0672-7
