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Abstract

This paper reports a qualitatively informed curriculum research project in the three-year Bachelor of Nursing (BN) at the School of Nursing and Midwifery (SNM) at the University of Tasmania. The project investigated the perceptions of second year undergraduate nurses and their academic teachers of their experiences of high-fidelity simulation using the Laerdal Vital Sim Nursing Kelly and Nursing Anne technology as part of their preparation for clinical practice. An associated curriculum benchmarking audit was also undertaken. A voluntary purposeful sample of students enrolled in a clinically-based practise unit participated in the research, along with a small cohort of academic teachers. The results indicated that undergraduate nursing students value the opportunity to practice nursing activities in a safe environment prior to clinical placement. Students believed that simulation is an innovative strategy that promotes active learning and has great potential for developing clinical competence and increasing confidence prior to practise. The academic staff reported a similar belief about the potential of high-fidelity simulation in a case-based curriculum. The associated curriculum benchmarking audit provided evidence to support further integration of high-fidelity simulation in the undergraduate nursing program.

Item Type:	Article
Authors/Creators:	Reilly, AJ and Spratt, CF
Keywords:	High-fidelity simulation-based learning; Case-based curriculum research; Undergraduate nursing education
Journal or Publication Title:	Nurse Education Today
Publisher:	Churchill Livingstone
ISSN:	0260-6917
DOI / ID Number:	https://doi.org/10.1016/j.nedt.2006.08.015
Additional Information:	The definitive version is available at http://www.sciencedirect.com
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