Simulation in nursing students’ preclinical studies — Does the timing of the simulation matter?

Jill Flo


Background: A descriptive case study evaluated second-year undergraduate nursing students’ perception of simulations, comparing two curricula.

Methods: Questionnaires were completed post-simulation by 658 students from the classes of 2013/2014 (old curriculum) and the class of 2015 (new curriculum).

Results: The classes of 2013/2014 were more satisfied with the written information than the class of 2015 (mean of 3.83 vs 3.32, p < .001). The classes of 2013/2014 were also better prepared (mean of 3.44 vs 3.12, p < .001). A significant difference was found between the classes of 2013/2014 and 2015 regarding the benefit of the simulation (mean of 3.94 vs 4.16, p < .001). Moreover, the surgical group found simulating with the manikin more beneficial compared to the medical and mental health groups’ experience with role-play (mean of 4.33 vs 4.08 vs 4.11, p < .050). Finally, male students reported simulation as more beneficial than female students (mean of 4.30 vs 4.01, p < .005).

Conclusions: Between-class differences emerged when the curriculum changed, and students found simulation with a manikin directly before clinical practice most beneficial.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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