A systematic review of student and educator experiences of maternal-child simulation-based learning
By Karen MacKinnon
Simulation usually involves student(s) providing nursing care to a simulated patient who might be a manikin or actor using a standardized scenario. Following the experiential learning opportunity the scenario is debriefed and the clinical situation analyzed with opportunities for reflection on performance. In nursing education, simulation is usually used in a way that complements learning in practice settings. However simulation has also been used: to replace some clinical practice hours, to provide opportunities to practice and assess particular clinical skills, and for remedial learning when students encounter difficulties in practice settings. New forms of simulation are being developed with multiple patients so that nursing students can learn to prioritize care needs and delegate care to other team members.
Currently little is known about how nursing students and/or educators have experienced maternal child simulation or their understandings of the appropriateness and meaningfulness of particular simulation-based learning practices. We conducted a systematic review using the Joanna Briggs methodology. We appraised qualitative studies and peer-reviewed evaluation reports (including mixed methods) that provided qualitative findings when they reported on the relevant learning experiences of students or educators. This review aggregates qualitative research findings from 18 studies (19 papers) that are applicable to the Canadian context for nursing education such as reports from North America, Europe, Australia and New Zealand.
Three synthesized findings were identified: 1) Students experienced simulation as preparation for clinical practice which enhanced their confidence in the practice setting. However, when simulation was being used for evaluation purposes many students experienced anxiety or mixed feelings about the SLE. 2) Teaching and learning practices thought to be appropriate and meaningful included: realistic, relevant and engaging scenarios and tasks (instructional design), a safe non-threatening learning environment, supportive guidance throughout the process of simulation (from pre to post), feedback and debriefing, and integration with the curriculum. 3) Barriers and enablers to incorporating SL into maternal child education were identified including adequate financial and human resources, technological support and faculty development. Simulation was identified as particularly appropriate for maternal child situations that were emergent, infrequent or not available to students in the practice setting. However it was also recognized that some practice experiences could not be simulated.
Reviewers: Karen MacKinnon PhD MScN RN, Lenora Marcellus PhD MN RN, Maureen Ryan PhD MN RN, Diane Butcher MN RN, PhD student (University of Victoria School of Nursing), Julie Rivers MA Ed BScN RN (Brock Loyalist Collaborative Nursing Program), Carol Gordon PhD MLS MA (University of Victoria, McPherson Library)
From the 2016 Spring Communiqué — Knowledge Synthesis
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