Simulation-based education model for under-resourced nursing education institutions in Lesotho
Background: The changing landscape of nursing education to competency-based education has strengthened the importance of simulation learning in the process of developing the required graduate competencies. Aim: This study aimed to develop a model that guides the implementation of simulation-based e...
| Main Authors: | , |
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| Format: | Article |
| Language: | Afrikaans |
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AOSIS
2022-10-01
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| Series: | Health SA Gesondheid: Journal of Interdisciplinary Health Sciences |
| Subjects: | |
| Online Access: | https://hsag.co.za/index.php/hsag/article/view/1889 |
| _version_ | 1797990413999538176 |
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| author | Pule S. Moabi Ntombifikile G. Mtshali |
| author_facet | Pule S. Moabi Ntombifikile G. Mtshali |
| author_sort | Pule S. Moabi |
| collection | DOAJ |
| description | Background: The changing landscape of nursing education to competency-based education has strengthened the importance of simulation learning in the process of developing the required graduate competencies.
Aim: This study aimed to develop a model that guides the implementation of simulation-based education (SBE) in under-resourced nursing education institutions in Lesotho.
Setting: Four Nursing Education Institutions in Lesotho.
Methods: An explanatory sequential mixed methods design was adopted. Sampling methods included stratified systematic random, purposive and systematic sampling. The total sample was 390 comprising students, nurse educators and principals. Data were collected through questionnaires, focus group discussions and in-depth unstructured individual interviews. Statistical analysis was employed for quantitative data while a grounded theory approach guided the qualitative data analysis and model development.
Results: Implementation of simulation emerged as a multilevel, multi-actor and multistage process of adopting, introducing and implementing SBE. This education takes place in a simulated environment that serves as a connecting bridge between the learning of theory in the classroom and clinical learning in real-life settings. The model generated from this study has simulation implementation as the main concept that is supported by four major concepts: (1) simulation initiation at the strategic level, (2) simulation implementation at the tactical level, (3) simulation implementation at the operational level and (4) simulation outcomes.
Conclusion: Successful implementation of simulation requires buy-in from key stakeholders. Simulation-based education policy, competent facilitators and a well-resourced clinical skills laboratory may facilitate the development of the required competencies.
Contribution: The study provides guidance on how SBE can be implemented in resource-limited settings. |
| first_indexed | 2024-04-11T08:36:05Z |
| format | Article |
| id | doaj.art-f1865630e9ee44dfbaa27e7d537d981d |
| institution | Directory Open Access Journal |
| issn | 1025-9848 2071-9736 |
| language | Afrikaans |
| last_indexed | 2024-04-11T08:36:05Z |
| publishDate | 2022-10-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Health SA Gesondheid: Journal of Interdisciplinary Health Sciences |
| spelling | doaj.art-f1865630e9ee44dfbaa27e7d537d981d2022-12-22T04:34:20ZafrAOSISHealth SA Gesondheid: Journal of Interdisciplinary Health Sciences1025-98482071-97362022-10-01270e1e1010.4102/hsag.v27i0.1889950Simulation-based education model for under-resourced nursing education institutions in LesothoPule S. Moabi0Ntombifikile G. Mtshali1Department of Nursing, Scott College of Nursing, Morija, Lesotho; and, College of Health Sciences, School of Nursing and Public Health, University of KwaZulu-Natal, DurbanCollege of Health Sciences, School of Nursing and Public Health, University of KwaZulu-Natal, DurbanBackground: The changing landscape of nursing education to competency-based education has strengthened the importance of simulation learning in the process of developing the required graduate competencies. Aim: This study aimed to develop a model that guides the implementation of simulation-based education (SBE) in under-resourced nursing education institutions in Lesotho. Setting: Four Nursing Education Institutions in Lesotho. Methods: An explanatory sequential mixed methods design was adopted. Sampling methods included stratified systematic random, purposive and systematic sampling. The total sample was 390 comprising students, nurse educators and principals. Data were collected through questionnaires, focus group discussions and in-depth unstructured individual interviews. Statistical analysis was employed for quantitative data while a grounded theory approach guided the qualitative data analysis and model development. Results: Implementation of simulation emerged as a multilevel, multi-actor and multistage process of adopting, introducing and implementing SBE. This education takes place in a simulated environment that serves as a connecting bridge between the learning of theory in the classroom and clinical learning in real-life settings. The model generated from this study has simulation implementation as the main concept that is supported by four major concepts: (1) simulation initiation at the strategic level, (2) simulation implementation at the tactical level, (3) simulation implementation at the operational level and (4) simulation outcomes. Conclusion: Successful implementation of simulation requires buy-in from key stakeholders. Simulation-based education policy, competent facilitators and a well-resourced clinical skills laboratory may facilitate the development of the required competencies. Contribution: The study provides guidance on how SBE can be implemented in resource-limited settings.https://hsag.co.za/index.php/hsag/article/view/1889simulation-based educationnurse educatorstudentmodellevel |
| spellingShingle | Pule S. Moabi Ntombifikile G. Mtshali Simulation-based education model for under-resourced nursing education institutions in Lesotho Health SA Gesondheid: Journal of Interdisciplinary Health Sciences simulation-based education nurse educator student model level |
| title | Simulation-based education model for under-resourced nursing education institutions in Lesotho |
| title_full | Simulation-based education model for under-resourced nursing education institutions in Lesotho |
| title_fullStr | Simulation-based education model for under-resourced nursing education institutions in Lesotho |
| title_full_unstemmed | Simulation-based education model for under-resourced nursing education institutions in Lesotho |
| title_short | Simulation-based education model for under-resourced nursing education institutions in Lesotho |
| title_sort | simulation based education model for under resourced nursing education institutions in lesotho |
| topic | simulation-based education nurse educator student model level |
| url | https://hsag.co.za/index.php/hsag/article/view/1889 |
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