Sigma’s Europe Region Communication Committee, established in 2018, has eight members from seven chapters across Sigma’s Europe Region. This committee has been essential, as it helps ensure the smooth flow of information, enhances the society's reach and impact, and strengthens its relationship with members and the broader community.
Our committee sent a survey to Sigma members in Europe, which was designed to capture the use of simulation in nursing education—a topic of great importance for nursing and professional education and development.
Simulation in nursing education is a pivotal tool that bridges the gap between theoretical knowledge and clinical practice. It offers a safe and controlled environment that enhances nursing students' confidence and learning opportunities. This setting allows students to hone their skills, make critical decisions, and learn from their mistakes without risking patient safety. This hands-on approach enhances the learning experience and provides a reassuringly realistic setting that mimics real-life clinical situations, enabling students to develop competence and confidence.
There are many key benefits of simulation, such as:
- Recreating complex scenarios like emergency responses, critical care, and community-based care that are not easily accessible in traditional placements.
- Enhancing psychomotor skills (e.g., administering medications, performing procedures) and non-technical skills (e.g., communication, teamwork, critical thinking) through repeated practice.
- Providing immediate instructor feedback, promoting reflective learning, and error correction in real time.
- Developing essential decision-making and problem-solving abilities for high-stress situations.
- Facilitating interprofessional education and encouraging collaboration among nursing students and healthcare professionals to improve teamwork and understanding of patient care.
- Offers diverse simulation types, including:
- Unfolding case studies
- High- and low-fidelity mannequins
- Partial task simulators
- Standardized patient role-playing
- Virtual reality and e-learning
- Combination simulations for varied learning experiences.
The data we sourced revealed some interesting patterns and differences in the use of simulation. One of the most surprising findings was the variation in the use of simulation across different regions and chapters. For instance, while some chapters, like Phi Mu Chapter in England and Upsilon Xi Chapter in Wales, reported using simulation consistently across all years of nursing education, others, such as the Tau Omega Chapter in Sweden, indicated only partial use or even no use at all in certain areas. This variation suggests that while the value of simulation is recognised, its implementation is far from uniform. Types of simulation varied across chapters, too, with most chapters drawing on unfolding case studies and mannequins.
Another interesting aspect was the range of responses regarding the specific years of nursing education in which simulation is utilised. Some chapters, like Alpha Alpha Beta Chapter in Italy, use simulation throughout the entire curriculum, while others, such as Phi Xi Chapter in Portugal, limit it to specific years or degrees. This discrepancy points to differing educational philosophies and possibly resource and staff availability. These latter points may also influence the types of simulations chosen in nurse education.
The results of this survey gave us a lot to think about. On the one hand, it's encouraging to see that clinical simulation is widely accepted and integrated into nursing education across many regions. This suggests a broad recognition of its importance in developing clinical skills, critical thinking, and decision-making abilities in nursing students. However, the inconsistency in implementation raises questions about the barriers preventing some institutions from fully integrating simulation into their curricula. Is it a matter of funding? Are there differences in faculty training and comfort with simulation technology? Or perhaps it's a lack of standardised guidelines on how to use these tools best? These are areas that warrant further exploration.
From a broader perspective, the survey underscores the need for more standardised approaches to simulation in nursing education. While local adaptations and flexibility are essential, core standards should ensure that all nursing students can access high-quality simulation experiences regardless of where they study. This could involve international collaborations to share best practices, develop comprehensive training programs for educators, and secure funding for the necessary infrastructure.
Moreover, the partial use of simulation reported by several Sigma chapters suggests that there may be missed opportunities for enhancing learning. Simulation is not just a teaching tool; it's a critical bridge between theoretical knowledge and application to realistic, complex healthcare scenarios. It is valuable for the facilitation of meaningful learning in a safe environment, mirroring aspects of attested clinical practice. Ensuring all nursing students receive ample and consistent simulation training may influence their competence and skills.
Overall, this survey provided many insights, including some progress and challenges that remain. By addressing the barriers to consistent implementation and advocating for standardised practices, we can ensure that all nursing students benefit from the simulation's invaluable experience. Moving forward, a commitment to using simulation may drive positive changes in nursing education, making it an integral part of every nursing student's journey.
Members of the Europe Region Communication Committee include Helena De Rezende, Ippolito Notarnicola, Marie-Louise Luiking, Liz Westcott, Jill Murphy, Ilya Kagan, Helena Felizardo, Tiina Syyrilä, and Laura Hako.