An evaluation of simulated clinical practice for adult branch students

Aim To evaluate simulation strategies used for adult branch nursing
students in one university.

Method A questionnaire was used to collect quantitative data and
open comments (qualitative data). The evaluation was completed by
45 of a group of 60 second-year diploma nursing students.

Findings There was widespread agreement that simulation is a
productive learning strategy that broadens theoretical learning and
supports the practice element of nurse education. Areas commented
on included developing confidence, individual support and linking
theory to practice.

Conclusion Simulation supports the practical learning experience.
It will neither take the place of traditional methods of teaching nor
replace good practice experience for nursing students, but can
support both elements of nurse education.