Does participation in extended immersive ward-based simulation improve the preparedness of undergraduate bachelor’s degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review

Journal article


Davies, Hugh, Sundin, Deborah, Robinson, Suzanne and Jacob, Elisabeth. (2021). Does participation in extended immersive ward-based simulation improve the preparedness of undergraduate bachelor’s degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review. Journal of Clinical Nursing. 30(19-20), pp. 2897-2911. https://doi.org/10.1111/jocn.15796
AuthorsDavies, Hugh, Sundin, Deborah, Robinson, Suzanne and Jacob, Elisabeth
Abstract

Aims and objectives
To determine if extended immersive ward-based simulation programmes improve the preparedness of undergraduate bachelor's degree nursing students to be ward ready for professional practice as a registered nurse.

Background
The practice readiness of new graduate nurses to enter the workforce continues to raise concern among educators and industry. Often the transition period is a vulnerable time when the reality of clinical practice bears little resemblance of their experiences as a student. Simulation of a busy ward offers the opportunity for pre-registered nurses to practise a variety of situations they are likely to encounter once qualified in a safe and supportive learning environment.

Methods
The review considered studies that investigated the experiences and learning outcomes of nursing students following participation in extended immersive ward-based simulation. Databases searched included CINAHL, EMBASE, Medline and Scopus. Two reviewers independently assessed retrieved studies that matched inclusion criteria using standardised critical appraisal instruments. Reporting of review followed PRISMA checklist.

Results
Fourteen studies met the inclusion criteria. The majority of studies used a quasi-experimental mixed methods approach (10). Programme evaluations focused on self-reporting in learning satisfaction and student perceptions of performance. Six studies used a pre- and post-test design to compare the after effect on preparedness for professional practice. Two studies investigated student learning between simulated experiences and experiences gained during clinical placements.

Conclusion
Learning satisfaction was high among students who participated in programmes that incorporated extended immersive ward-based simulation experiences. Students are able to practise what they need to know and on what will be expected of them in professional practice. Evidence on whether these programmes make a difference in workplace performance, and retention of graduate nurses is yet to be established.

Relevance to clinical practice
Extended immersive ward-based simulation allows educators the opportunity to meet the perceived needs of students in preparation for professional practice.

Keywordsextended immersion simulation; graduate nurses; non-technical skills; nursing students; simulation; technical skills; transition to practise; undergraduate education
Year2021
JournalJournal of Clinical Nursing
Journal citation30 (19-20), pp. 2897-2911
PublisherJohn Wiley & Sons Ltd
ISSN0962-1067
Digital Object Identifier (DOI)https://doi.org/10.1111/jocn.15796
Scopus EID2-s2.0-85104379149
Research or scholarlyResearch
Page range2897-2911
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online19 Apr 2021
Publication process dates
Accepted23 Mar 2021
Deposited14 Nov 2021
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