Simulation-Based Mastery Learning to Facilitate Transition to Nursing Practice
Kimberly-Ann Zi Ying Tan, Betsy Seah, Lai Fun Wong, Cindy Ching Siang Lee, Hongli Sam Goh, Sok Ying Liaw
Abstract
BACKGROUND: Simulation-based mastery learning (SBML) was developed and implemented to facilitate nursing students' transition to clinical practice. PURPOSE: To evaluate nursing students' perspectives on the impact of SBML on their transition to clinical practice. METHOD: A descriptive qualitative study using focus group discussions was conducted with final-year nursing students who had completed their clinical practicum and SBML. RESULTS: Three themes emerged: authenticity of simulations, whereby students were able to draw some parallels between their simulations and clinical experiences; self-efficacy in clinical practice, which was gained through deliberate practice; and application of cognitive tools, which provided mental frameworks to guide clinical performances. CONCLUSION: This study highlights the need to ensure the fidelity of the simulations to achieve authentic experiences, provide deliberate practice to develop self-efficacy, and use cognitive tools for mental model formation to create a high-quality SBML program to foster better transfer of simulation learning to real-life setting.