Using simulation to enhance clinical remediation in nursing education

Abstract

Students in nursing degree programs strive to achieve confidence with clinical-skill competencies through various learning experiences. Simulation (practice situations using computer-assisted manikins) and remediation are two specific learning experiences used at Vancouver Island University to help students acquire skill and confidence with these competencies. This study explored students’ experiences in simulation and remediation learning environments, focusing on the concepts of confidence and critical thinking. Ten students (third- and fourth-year) participated in a focus group, using a semi-structured approach, to gain insights about their experiences. Thematic data analysis (Braun & Clarke, 2006) yielded themes of anxiety, confidence, critical thinking, and clinical skill competencies. Considering students’ perspectives, the select literature, and my own experiences, three main insights emerged: Students experience anxiety in simulation; students value support provided to them during remediation; and it is challenging to combine simulation and remediation in order to deepen both confidence and competencies with clinical skills, amongst nursing students. In addition, further research and implications for remediation practices in nursing education were discussed to develop beneficial support practices for students in a nursing degree program.