Lessons learned through developing and implementing simulation-based education in nursing education programmes in sub-Saharan Africa

Based on the authors’ experiences, this paper aims to describe and reflect on the project of developing and implementing simulation-based education in two nursing education programmes in Tanzania and Madagascar. The project lasted from August 2017 to December 2019. The essential aspects that contributed to the project’s achievements were the school’s interest in developing and implementing simulation-based education and the many opportunities for sharing theoretical knowledge and practicing simulation. Notably, the teachers adapted simulation-based education as a pedagogical method to their own context, developing scenarios related to their local culture and national curriculum. In the debriefing session, the teachers asked open-ended questions to promote reflection, however, they mostly used directive feedback to highlight performance issues and correct performance gaps. The students also expected directives to learn from their mistakes. Overall, the reflection on the experience may provide new insights into developing and implementing simulation-based education in low-resource settings.publishedVersio

Nursing students’ experiences with simulation-based education as a pedagogic method in low-resource settings: A mixed-method study

Abstract Aims and Objectives 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. Background 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. Design A descriptive and convergent mixed method design was employed. Methods 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. 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. Conclusion 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.publishedVersio