Integration of clinical simulation into a post-registration neurological course: Insights from the students on the use of a flexible approach to debriefing
Hill, Barry, Derbyshire, Julie and Diamond-Fox, Sadie (2024) Integration of clinical simulation into a post-registration neurological course: Insights from the students on the use of a flexible approach to debriefing. Journal of Applied Learning and Teaching, 6 (Sp. Is).
|
Text
19335_Hill.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (429kB) | Preview |
Abstract
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.
| Item Type: | Article |
|---|---|
| Depositing User: | RED Unit Admin |
| Date Deposited: | 07 Jan 2025 16:43 |
| Last Modified: | 14 Jan 2025 10:25 |
| URI: | https://bnu.repository.guildhe.ac.uk/id/eprint/19335 |
Actions (login required)
 |
Edit Item |