Learning landscapes: The impact of simulation space design on undergraduate nursing students’ perspectives

Abstract

Nurses are prepared for clinical practice through theory and simulation-based learning. The design and sophistication of simulation environments differs markedly within and across nursing programs. While the impacts of Simulation Based Education (SBE) on nursing students satisfaction and confidence is well described it is less clear what impact the standards of the facilities in which simulation is undertaken has.

Aim

This research aimed to understand the perspectives of final year nursing students who used three different learning environments for simulated learning and reflect on building design decisions and the impact these have on the student experience.

Methods

This research utilized a descriptive convergent mixed methods approach surveying final year students who had undertaken simulation-based learning in three different simulation learning environments. A survey collected demographic data, asked students to rate the simulation facilities, analyzed with descriptive statistics, and asked two open-ended questions on their satisfaction and perceptions of the space.

Results

About 65 students (16.5%) completed the voluntary survey and shared their experiences and perceptions of the simulation environments. The majority of students (70%) favored a debrief room setup separated from the simulation room by one-way glass. Thematic analysis of the qualitative findings resulted in three themes: Engagement; Fidelity and Technology.

Conclusion

The environment needs to be fit for purpose for the scenario being undertaken. Students felt more positive about simulation spaces they perceived as more contemporary and were not influenced by whether facilities worked or were simulated. Prebriefing was vital to prepare students for the environment and the scenario participation required. Students preferred environments in which they were less aware of the observers.