Experiences of student nurses with the booking and use of a multidisciplinary clinical simulation laboratory for self-directed simulation learning at a higher education institution

Background

The use of simulation-based learning in nursing education and training has grown in recent years so much that it is nearly impossible for a nurse not to have practiced in simulation environments [with or without the guidance of an instructor] before being credentialed to treat real patients. However, student nurses’ access to a clinical teaching and learning facility like a multidisciplinary clinical simulation laboratory is hindered by several factors that impact negatively on the use of this teaching and learning facility for self-directed simulation-based learning (SSL).

Aim

The study aimed to explore and describe the experiences of student nurses with booking and use of a multidisciplinary clinical simulation laboratory for self-directed simulation-based learning (SSL) at a higher education institution (HEI).

Methods

A qualitative, exploratory, and descriptive design that is contextual in nature was employed in this study. A purposeful sample (N = 19) of student nurses were interviewed through focus group interviews. Data were analyzed using Tesch’s method of data analysis.

Results

Ambiguous booking process of the clinical simulation laboratory for SSL was the main theme with the following subthemes 1) Inadequate information on how student nurses can book simulation laboratory 2) Student nurses not being prioritized 3) Rules for utilizing the clinical simulation laboratory are not clearly defined.

Conclusion

The study participants described their experiences with the booking of the clinical simulation laboratory for SSL brought to light that the ambiguous clinical simulation laboratory booking system contributes to the underutilization of SSL by student nurses.