Morrell-Scott, NE (2018) Confidence and deeper learning: simulated practice within pre-registration nurse education. British Journal of Nursing, 27 (14). ISSN 0966-0461

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Abstract

A qualitative phenomenological research study sought to determine the perceptions of final-year nursing students about the value of simulation during their nurse education. The study sample consisted of 18 final-year students, and semi-structured interviews were undertaken. Data analysis using interpretative phenomenological analysis was carried out. The findings suggest that nursing students perceive simulation as a useful educational tool, which can increase their confidence and encourage deeper learning. The relevance of this research also relates to the potential for more simulated time within the new educational standards.

Item Type:	Article
Additional Information:	This document is the Accepted Manuscript version of a Published Work that appeared in final form in British Journal of Nursing, copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://dx.doi.org/10.12968/bjon.2018.27.14.827
Uncontrolled Keywords:	1110 Nursing
Subjects:	L Education > L Education (General) R Medicine > RT Nursing
Divisions:	Nursing & Allied Health
Publisher:	Mark Allen Healthcare
Date Deposited:	01 Aug 2018 10:32
Last Modified:	03 Sep 2021 23:38
DOI or ID number:	10.12968/bjon.2018.27.14.827
URI:	https://researchonline.ljmu.ac.uk/id/eprint/9049

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