Using simulation learning through academic-practice partnership to promote transition to clinical practice: a qualitative evaluation

AimTo explore the effect of an innovative simulation education programme on nursing students' transition-to-practice experiences. BackgroundAcademic-practice partnership is emerging as an important vehicle for improving nursing students' transition-to-practice. Using existing university resources, academic educators and alumni developed an innovative simulation educational programme known as the Simulated Professional Learning Environment (SIMPLE) to align the educational process with the realities of nursing practice. Educators and alumni collaborated to create and facilitate 15hours of simulation sessions that comprised the learning platform for the SIMPLE programme. DesignThis was a descriptive qualitative study. MethodFocus groups were conducted in 2012 with 22 final-year nursing students completing their transition-to-practice clinical practicum. The interview transcripts were analysed using content analysis. ResultsThree themes were identified from the analysis: experiencing the role of staff nurse'; knowing how to'; and learning from the seniors'. Experiencing the role of staff nurse in the programme showed the nursing students what to expect and how to prepare for their roles. Knowing how to focus on holistic patient care, manage difficult' clients and communicate with other healthcare professionals were the learning outcomes gained from the programme. Learning from the seniors' about hospital work processes positively influenced the nurses' transition-to-practice experiences. ConclusionThis study provides support for introducing the simulation education programme as an enhancement during nursing students' final year to improve their transition-to-practice experiences. A stronger collaborative relationship between academic educators and practising nurses could be further fostered by expanding this learning platform.