Nursing students' transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

• Main Authors: Jørn Hustad (Author), Berit Johannesen (Author), Mariann Fossum (Author), Olav Johannes Hovland (Author)
• Format: Book
• Published: BMC, 2019-11-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.1186/s12912-019-0376-5; 1472-6955
• Keywords: High-fidelity simulation training; Nursing students; Nursing education; Thematic analysis; Nursing; RT1-120
• Source: BMC Nursing, Vol 18, Iss 1, Pp 1-8 (2019)

Abstract Background Simulation-based training is used to develop nursing students' clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students' experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice. Methods Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis. Results Three major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration. Conclusions This study revealed students' transfer of learning outcomes from simulation-based training to clinical practice. The students' experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students' experiences of the transfer of knowledge to clinical practice.