Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
constructive feedback. Self confidence in learning and satisfaction
with current learning was generally high. It should be noted that
an unexpectedly large percentage of students (8-38%) responded
with “undecided” to many survey items. This may be due to the
students’ unfamiliarity and inexperience with this form of learning or
it may simply reflect a bias toward the middle response.
Verbal reports from faculty and students during debriefing sessions
confirmed that the clinical simulation was largely seen as a positive
experience. Students indicated that the experience “is a good
experience that gives us a realistic view of what it is like to be both
a care provider as well as a patient.” Faculty members reported
that the simulation provided an opportunity to evaluate the
students’ ability to synthesize knowledge and translate that
knowledge into practice in a safe and controlled environment.
Along with providing the students an opportunity to learn, faculty
also reported that knowledge deficits uncovered in the laboratory
were addressed after the simulation during didactic sessions in the
classroom.
Although most students valued the simulation experience many
reported the same important concerns. Despite best efforts to
support learning and create a non-threatening environment, during
each simulation some students expressed fear about their ability to
effectively perform. Faculty members continue to struggle with
lessening the intimidating nature of the experience.
Students also perceived a disparity of learning opportunities due to
differing role assignments. Students assigned to nonprofessional
roles reported that they did not have as satisfying a learning
experience as those performing in professional roles. Difficulty in
role playing was also observed by the faculty. Faculty reported that
it was difficult for nursing students to convincingly play the role of
the patient. This was especially true if their “nurse” was another
student with whom they had a social relationship.
Revision of the simulation based on findings
The simulation has been revised to include Virginia Commonwealth
University theater students under the supervision of drama faculty
to play the eight acutely ill patients. This collaboration with the
School of Arts is expected to give student nurses the opportunity to
observe improvisational role play by those trained in the art. At the
same time the authors hope it will give theater students an
appreciation for the demands placed on nurses.
Since students will not be playing patients, the need to exchange
roles no longer exists. The simulation design has been streamlined
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