THE EXPERIENCE OF PRACTICAL NURSING STUDENTS LEARNING IN A DETERIORATING PATIENT SIMULATION

Abstract

Failure to recognize and respond to clinical deterioration is a risk to patients in Canadian hospitals. While simulation literature has demonstrated benefits for baccalaureate nursing students (BN), it is important that both BN and Practical Nursing (PN) students are prepared to respond to clinical deterioration. This research examined PN students’ experiences in deteriorating patient simulations using interpretative phenomenological analysis. The data demonstrated that PN students may not have the ability to recognize and respond to clinical deterioration independently. However, participants perceived that learning in a deteriorating patient simulation, although stressful, prepared them for the clinical setting. They noted that learning occurred by making connections between theory and clinical practice and through interactions with facilitators and peers. This research highlights the importance of the facilitator throughout the learning experience, and recommends further exploration of clinical translation and group learning’s impact on individual performance.