Considerations for simulation design are based on Benner’s model of moving from novice to expert. How can faculty design curriculum and simulation scenarios that become more complex and draw on previously learned coursework and clinical experiences? What strategies can faculty employ in the simulation environment that promotes student knowledge, skills, and abilities to prepare the professional nurse?
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Simulation-based education has become an essential component of nursing education as it helps nursing students to apply theoretical knowledge into clinical practice. According to Benner’s model, novices acquire knowledge and skills through didactic instruction, whereas experts apply knowledge and experience to make clinical decisions. Therefore, simulation-based education must consider Benner’s model to prepare students to become professional nurses. Faculty must design curriculum and simulation scenarios that become more complex and draw on previously learned coursework and clinical experiences. This will help students to develop critical thinking, problem-solving, and decision-making skills that are crucial for nursing practice.
One strategy faculty can use to promote student learning in simulation-based education is to integrate prior learning into simulation scenarios. According to Benner, expertise develops through a continuous process of learning and reflecting on past experiences. Therefore, faculty should design simulation scenarios that build on previously learned knowledge and skills. For instance, students can be presented with a patient scenario that requires them to apply knowledge from different courses, such as pharmacology, pathophysiology, and nursing interventions. By integrating prior learning, students can develop a deeper understanding of the patient’s condition and apply critical thinking skills to make informed decisions.
Another strategy that faculty can employ is to provide feedback and debriefing sessions after the simulation. Feedback and debriefing sessions help students to identify their strengths and weaknesses, reflect on their decisions, and develop a plan for improvement. According to Rudolph et al. (2006), debriefing is an essential component of simulation-based education as it allows students to learn from their mistakes and improve their performance. Therefore, faculty should provide constructive feedback that is specific, timely, and relevant to the simulation scenario. Additionally, debriefing sessions should be structured to allow students to reflect on their actions, analyze their decision-making process, and identify areas for improvement.
In conclusion, simulation-based education is an essential component of nursing education that must consider Benner’s model of moving from novice to expert. Faculty must design simulation scenarios that build on previously learned coursework and clinical experiences to help students develop critical thinking, problem-solving, and decision-making skills. Additionally, faculty should provide feedback and debriefing sessions to help students reflect on their performance, identify areas for improvement, and develop a plan for further learning. By employing these strategies, faculty can promote student knowledge, skills, and abilities to prepare them to become professional nurses.
References:
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison-Wesley.
Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment. Simulation in Healthcare, 1(1), 49-55. doi: 10.1097/01266021-200600110-00008