Hege Hovd Faye-Schjøll , Hege Vistven Stenseth , Maria H. Iversen , Camilla Olaussen
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Abstract
Background
In considering the level of responsibility held by advanced practice nurses, ensuring patient safety must be a central component of advanced practice nursing education. Several healthcare education programmes have integrated Room of Horror simulations, which emphasise patient safety, as a learning activity. However, scant research has examined the effectiveness of Room of Horror as a method in advanced practice nursing education, especially studies that employ qualitative methodologies to explore student perspectives on this simulation.
Aim
The study aimed to explore the experiences of advanced practice nursing students using a Room of Horror simulation focused on promoting patient safety as an educational approach within their master's degree programme.
Design
The study employed a descriptive qualitative design.
Settings
This research was conducted at a Norwegian university college that offers two master's programmes in advanced practice nursing. Students participated in the Room of Horror simulation to prepare for their upcoming clinical practice placement.
Participants
Eleven advanced practice nursing students participated in the study.
Methods
Data were collected through individual, dyadic and triadic interviews and analysed using systematic text condensation.
Results
Two main categories of student experience were identified: (1) an engaging and memorable simulation that included competitive elements, and (2) enhanced awareness of competencies and responsibilities.
Conclusions
As an educational approach, Room of Horror simulations show promise for enhancing awareness, competencies and an emphasis on patient safety among advanced practice nursing students. The simulations also have the potential to deepen the students' understanding of their roles and responsibilities in advancing patient safety as future advanced practice nurses.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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