Abstract
This study introduced simulation-based education in nurse education programs in Tanzania and Madagascar and explored nursing students' experiences with this pedagogic method as a mode of learning. Simulation-based education has barely been introduced to education programs in resource-constrained settings. The study was conducted in two nurse education programs: one in rural Tanzania and the other in the mid-land of Madagascar. Both institutions offer diploma programs in nursing. Simulation-based education has not been included in the teaching methods used in these nursing programs. A descriptive and convergent mixed method design was employed. Ninety-nine nursing students were included in the study. Simulation sessions followed by data collection took place once in 2017 and twice in 2018. Data were collected by means of several questionnaires and six focus groups. The data were analyzed using descriptive statistics and qualitative content analysis. The Standards for Reporting Qualitative Research (SRQR) was used to report the results. The quantitative data revealed that the students rated all the questions related to the simulation design elements, educational practices, and students' satisfaction and self-confidence in learning with scores of above four on a 5-point Likert scale. The qualitative data from the first theme, building competence and confidence, further emphasized and outlined the quantitative results. Additionally, the qualitative data revealed a second theme, improving through encouragement and corrections. The students clearly expressed that they wanted to be aware of their weaknesses to be able to improve; however, the provision of feedback should be carried out in an encouraging way. The findings indicated that the nursing students were satisfied with simulation as a pedagogic method, as it improved their competence and prepared them for professional practice. Further research is necessary to explore whether the students are able to transfer their knowledge into clinical practice. Simulation as a pedagogic method is valuable for the learning of clinical skills and preparation for clinical practice.
Highlights
ObjectivesObjectives and InformationThere was enough information provided at the beginning of the simulation to provide direction and encouragementI clearly understood the purpose and objectives of the simulation.The simulation provided enough information in a clear matter for me to problem-solve the situation.There was enough information provided to me during the simulation.The cues were appropriate and geared to promote my understanding
Further research is necessary to explore whether the students are able to transfer their knowledge into clinical practice
The results describe how nursing students in Tanzania and Madagascar experienced simulation as a pedagogic method within their respective education programs
Summary
Objectives and InformationThere was enough information provided at the beginning of the simulation to provide direction and encouragementI clearly understood the purpose and objectives of the simulation.The simulation provided enough information in a clear matter for me to problem-solve the situation.There was enough information provided to me during the simulation.The cues were appropriate and geared to promote my understanding. There was enough information provided at the beginning of the simulation to provide direction and encouragement. I clearly understood the purpose and objectives of the simulation. The simulation provided enough information in a clear matter for me to problem-solve the situation. There was enough information provided to me during the simulation. The cues were appropriate and geared to promote my understanding. Support was offered in a timely manner.
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