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
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From student to staff nurse – facilitating the transition using
simulation
Colette Lyng, RGN, BSc Nursing, MSc Nursing (Education). School of
Nursing, Dublin City University, Glasnevin, Dublin 9. Ph 7007919,
Fax 7097919. colette.lyng@dcu.ie
Mary McGrath. MSc, BNS, RNT, RCT, RGN, RM. Dublin City
University.
Susan Hourican. RGN, RNT, AAS, BSc, MScEd. Dublin City
University.
Caron McMahon. RGN, RM, RNT, MSc (Ed), HDip. Critical Care,
Dublin City University.
Background and Context
This paper will give an overview of the development,
implementation and evaluation of a ward based simulation exercise
in Dublin City University School of Nursing. This simulation exercise
was developed in response to students expressing concern about
their role transition from student to registered nurse. The relative
lack of opportunities for the development of higher level skills such
as caseload management, prioritising care and decision making
towards the end of the programme was identified as a deficit.
The exercise was piloted with a small group of student nurses in
April 2006. The findings were extremely positive and the simulation
exercise was provided for all fourth year general nursing students
between November 2006 and January 2007.
Aim of Study
The aim of this study was to evaluate simulation as a teaching and
learning exercise for one cohort of fourth year general nursing
students.
Methodology including research design and sampling
All fourth year general nursing students took part in the simulation.
Ninety student nurses from the general pathway participated in six
different exercises. There were usually 16 students in each exercise
with 4 playing the roles of nurses and 12 playing the roles of
patients. A reflection and debriefing exercise took place after each
session during which student comments regarding the exercise were
noted. Participants were asked to voluntarily complete an
anonymous questionnaire that collected data about the exercise,
the students’ perceptions of their own learning during the exercise,
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