Bridging the theory practice gap through clinical simulations in a nursing under-graduate degree program in Australia

Abstract

The literature frequently discusses the theory practice gap but is less forthcoming about how to address this in the university classroom setting. This poses a recurring dilemma for nursing students and lecturers alike, as presently students may struggle to develop skill application and therefore be under-prepared for their clinical practicums.

Simulation is a flexible teaching method that can be adapted to meet both the program’s and student’s individual learning requirements. The students learn in a safe environment that enables application of skills, and encourages critical thinking and self-reflection.

To address these challenges in teaching practice we focused on using simulation to link the classroom (theoretical learning) and the clinical workplace (practice learning).

A simulated medical-surgical hospital setting was developed. Tutors directed the simulation that required the students to use their recently taught nursing skills to assess and intervene with a patient whose condition was deteriorating.

The simulation task encouraged team communication, the use of critical reasoning and self-reflection, as well as provided students with a controlled learning environment to apply their skills.

Students indicated better understanding of the clinical application of skills through verbal communications, teacher evaluations and post-clinical reflections. Tutors highlighted shortcomings in the development of formal objectives and structured debriefs.

Enhanced levels of student understanding of skills application was achieved through the clinical simulations, preparing them more effectively for their clinical practicums.

The use of simulation, incorporating more focused objectives and structured debriefs will be expanded across the nursing curriculum.