Do In-Class Simulations Transfer to Nursing Practice? A Look Three Years Later.

Abstract :

Background: A scoping review by El Hussein and Cuncannon (2022) reported that although simulation-based studies support the value of simulation in bridging theory and practice, there was a dominance of short-term measures. Few studies explored the transferability of long-term outcomes of simulation. Thus, the authors of this project conducted a follow-up study to an in-class simulation study that was conducted in 2019 to address this literature gap.

Methods: This qualitative descriptive study used a narrative inquiry approach to answer the research question: To what extent do new-to-practice nurses transfer active learning that occurred during observation of in-class simulations during their traditional pre-licensure nursing program to their nursing practice three years later?
Theoretical Framework: This study was guided by Transfer Appropriate Processing Theory (Morris et al., 1977 ). This framework was chosen as the theoretical ground for this study because the assumption was that learners observing in-class simulations retain clinical judgment skills years after the intervention because the process engaged in during encoding (learning) matched retrieval processes in nursing practice.

Results: Three major themes emerged: cue recognition through visual recall, increased confidence in decision-making, and new cognitive frameworks for nursing practice.

Conclusion: Using in-class simulations may improve transferability of clinical judgment to nursing practice through contextualizing student learning. Nurses retained long-term memory of in-class simulation outcomes because the processes engaged in during encoding (learning) matched those engaged in during retrieval in nursing practice. Educators can recreate this evidence-based strategy to promote long-term retention for their learners as they transition to practice.

Please include a short summary of your presentation that highlights why an attendee would want to participate in your session.: Despite the known efficacy of in-class simulations to improve learning outcomes, gaps in the literature remain. Little evidence exists on the transferability of in-class simulation learning outcomes to the nursing practice environment. Our project addressed this gap. Come learn about an evidenced based classroom strategy using simulation that may enhance your students' long-term recall and transfer of classroom content and clinical judgment into practice!