Nursing student’s perceptions on how immersive simulation promotes theory–practice integration

Abstract

The inability of nurses to transfer to the clinical setting what they have learned in class, may be because nurse educators do not use teaching strategies that promote transfer of learning. Unfortunately there is paucity of evidence as to which teaching strategies promote transfer of learning. Based on a qualitative descriptive study, this article attempts to answer the question about how simulation helps students to apply in practice what they have learned in class. Open coding of the data that were gathered through two focus group interviews and documents revealed that simulation promotes theory–practice integration, builds confidence, makes students aware of the aspects of care that need to be improved through deliberate practice, increases the motivation to learn and transfer their knowledge, and strengthens communication among team members. Knowledge on the benefits of simulation can guide nurse educators to harness the method to enhance transfer of learning.

Keywords

• Transfer of learning
• Theory–practice integration
• Simulation
• Deliberate practice