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Creating lived experience simulations

06 June 2024
Volume 33 · Issue 11


The concept of narrative pedagogy originates from the tradition of learning from stories passed on from generation to generation. It is not a replacement for conventional pedagogies, but a valuable tool to be used in conjunction with a content and competencydriven curriculum.

Simulation-based learning pedagogy is widely recognised in nursing education as helping to develop students’ knowledge, skills and attitudes, while ensuring that when students move to the practice setting patients are protected from avoidable harm. Clinical experiences and specific learning opportunities in practice settings can be serendipitous, simulation-based learning offers specifically targeted experiences mapped to Nursing and Midwifery Council (2018) guidelines.

With regard to nursing students, studies suggest that simulation can be an effective replacement for up to 50% of clinical hours, with outcomes aligned to and comparable with those achieved in clinical practice (Hayden et al, 2014). A review of studies by Roberts et al (2019) examined the replacement of clinical placement hours with simulated practice learning hours, finding no significant difference in student outcomes in relation to both acquired skills and knowledge.

Designing simulation scenarios that are based on real-life cases provides students with experiences closer to what they will subsequently encounter in practice. To create authentic simulation experiences it is therefore essential to involve service users and co-design scenarios. This helps ensure that the ever-changing healthcare needs of different patient populations are reflected in the nursing curriculum.

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