Simulation Learning and Transfer in Undergraduate Nursing Education: A Grounded Theory Study

Abstract

Background: Experiential learning through simulation allows students to improve their cognitive, affective, and psychomotor skills. Yet, the process of how simulation learning transfers to clinical learning remains unanswered.

Method: The classical grounded theory method was used to conceptualize the process by which simulation learning transfers to the clinical environment.

Results: A model emerged that explained the simulation learning transfer process. The core category was Acting Like a Nurse and the model had 10 categories. The beginning stages of the model included the categories: Being in Simulation and Being in Clinical. The middle stages of the model reflected interaction between the student and the simulation experience, and included the categories Being Able to Practice, Getting Feedback, Making Sense of My Learning, Fitting Together, and Applying My Learning. The final stages of the model were Gaining Confidence and Becoming More Comfortable, with the outcome category Knowing What to Do.

Conclusion: Simulation learning enhanced transfer of learning, specifically allowing students to take on the role behaviors of what will be expected of them as a practicing nurse. [J Nurs Educ. 2018;57(6):347-353.].