Session Information
02 SES 04 A, Teaching for Transfer: Bridging the Gap between Theory and Practice
Symposium
Contribution
This paper will explore the value of simulation as a learning tool in nursing education. The simulations were a part of the undergraduate nursing programme . The research question was: How do students perceive the impact of simulations on their nursing practice? The theoretical framework for the study was the model of simulation created by KU/SGUL mapped against Situated Learning Theory (Lave & Wenger 1991). A mixed-method case study research design was taken using qualitative methodology. Quantitative data analysis was undertaken using an optical mark reader. Qualitative data analysis was undertaken in 2 stages. Five themes emerged: The value of simulation as a learning experience; the relationship between simulation and real nursing practice; the value of instant and ongoing feedback; and, simulation and the theory-practice gap. The unexpected result of the study was the awareness students had of transference of learning from the simulations to the workplace. Intent of publication This study was published in 2010 in the Journal of Vocational Education and Training. Full reference: Rush, S, Acton, L, Tolley, K, Marks-Maran, D & Burke, L (2010) Using simulation in a vocational programme: does the method support the theory? Journal of Vocational Education and Training, 62, 4, pp. 467-479.
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