Introduction:

The use of simulation-based education (SBE) fosters the development of clinical knowledge, skills, and competencies while also aiding in the management of clinical placement capacity [1]. However, the common underutilisation of expensive simulators is attributed to a lack of organisational readiness. The aim of this work is: To explore challenges, opportunities, and organisational readiness for simulation-based education in pre-registration nurse education in the UK.

Methods:

This study used a descriptive, cross-sectional research design. Sixty UK universities offering pre-registration nursing programmes participated in a survey conducted November 2022 - January 2023, with a 69% response rate. The questionnaire covered programme cohorts, student numbers, staff confidence, and the use of different simulation modalities. The survey also included the Simulation Culture Organisational Readiness Survey [2] and gathered insights through open-ended questions about challenges and opportunities in pre-registration nursing courses.

Results:

The study revealed varying levels of confidence in using different simulation modalities, with a strong preference for low-fidelity simulations. There is a consistent pattern of higher usage of low-fidelity simulations compared to high-fidelity and virtual reality. The higher the level of technology required in the simulation modality, the lower the staff confidence and use of that modality. Organisational readiness for simulation-based education (SBE) is moderately established, with room for improvement in trained staff availability. While challenges like developing staff digital literacy and expertise in SBE, infrastructure, and leadership commitment exist, SBE offers numerous opportunities, including creating safe learning environments, boosting student confidence and self-awareness, and expanding clinical placement capacity.

Discussion:

To effectively use and integrate simulation-based education into nursing programmes [3], it is essential to focus on staff development, understand the challenges, develop solutions, and engage in strategic planning involving leadership and stakeholders to ensure effective application and utilisation.

Ethics statement:

Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable. (approval number ETH2223-2620)

References

1. Harrison N, Edmonds M, Meads C, Abdulmohdi N, Prothero L, Shaw S. Simulation in Nursing Education: an evidence base for the future. 2023. CoDH-ARU-Simulation-in-Nursing-Education-Report-Jan-2024.pdf (councilofdeans.org.uk).

2. Foisy-Doll C, Leighton K. SCORS: Simulation culture organizational readiness survey©. An adaptation with permission of the Organizational Culture & Readiness for System-Wide Integration of Evidence-Based Practice Survey©. 2017.

3. Nursing and Midwifery Council. Current Recovery Programme Standards. 2022. Available from: https://www.nmc.org.uk/globalassets/sitedocuments/education-standards/current-recovery-programme-standards.pdf.

Acknowledgments:

This study was part of a research project funded by the Council of Deans for Health.