Tailoring facilitation strategies to enhance learning outcomes in nursing simulations: A practical guide.

Abstract

Introduction: Simulation-based education (SBE) is an effective teaching method in nursing education that integrates theoretical knowledge with practical application. It provides nursing students with a safe and controlled environment where they can apply their knowledge, develop essential clinical skills, and make critical decisions - without compromising patient safety.Nursing learners possess varying levels of experience, ranging from novice to expert, as outlined in Benner's "Novice to Expert" theory. This variation in expertise necessitates the design of simulation experiences that are tailored to accommodate these diverse levels of competence. This practical guide presents evidence-informed strategies to support simulation facilitators in tailoring their facilitation approaches for nurses ranging from novice to expert.

Methods: A narrative conceptual review approach was employed to examine the literature on facilitation in SBE. Key theoretical perspectives, including "Novice to Expert" theory and adaptive approaches, were used to frame the discussion. The review synthesized findings from existing studies and frameworks to develop this practical guide, which supports the use of tailored simulation facilitation strategies in nursing education.

Results: Tailoring facilitation strategies based on learners' developmental stages enhances learner engagement, performance, and learning outcomes. Novice learners benefit from structured guidance, close supervision, and stepwise instruction. In contrast, proficient and expert learners require facilitation approaches that promote autonomy, critical thinking, and complex decision-making. This guide emphasizes the importance of adjusting simulation facilitation strategy, feedback style, and simulation complexity to meet learners' needs. Additionally, adherence to established simulation standards supports consistency and effectiveness of facilitation across different learner levels.

Conclusion: Simulation facilitators play an important role in customizing learning experiences based on nursing learners' level of expertise. Applying Benner's Novice to Expert theory enables facilitators to provide appropriate support, which enhances the educational outcomes of simulations. Future efforts should focus on faculty development and institutional support to ensure facilitators are prepared to deliver adaptive, learner-centered simulation experiences.