Students' perceptions of intentional multi-station simulation-based experiences

Abstract

BackgroundClinical opportunities can be challenging for nursing students to obtain with regards to the perioperative setting. In this paper, we describe nursing students’ perceptions of participating in perioperative simulation-based experiences using a multi-station format. The purpose of this study was to better understand if this format enhanced undergraduate nursing student learning of perioperative content. MethodA cross-sectional descriptive study using the National League for Nursing (NLN) Simulation Design Scale examined the perceptions of 53 traditional and 82 accelerated undergraduate nursing students participating in a combination of intentional high and low-fidelity multi-station perioperative simulation-based experiences. ResultsParticipants perceived the multi-station format to be beneficial to their learning of perioperative content. Mean scores for both groups were between 4 and 5 on the 5-point Likert scale. ConclusionThe findings support the intentional multi-station perioperative simulation format as an effective simulation-based learning experience.