A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students

Simulation is increasingly referred to in the nursing literature and its use in healthcare has developed
dramatically over the past decade. Whilst the concept of simulation is not new, there is now a greater
emphasis on its use in nurse education (Murray et al., 2008). The purpose of this article is to develop
understanding and define the concept of simulated learning as a strategy used in the education of
undergraduate nursing students. The analysis outlined in this paper was guided by a systematic process of
studying a concept presented by Walker and Avant (2005). The analysis sought to identify how the concept of
simulation is interpreted in the existing literature printed in English and retrieved from databases (Medline,
CINAHL, PubMed, and Cochrane Library), internet search engines (GoogleScholar) and hand searches. The
definition offered is a work in progress and presents a theoretically grounded understanding of what
simulated learning currently represents. The identified antecedents, critical attributes and consequences are
presented as a basis to stimulate further research, development and understanding