Enhancing students’ learning through successful management of large cohort high-fidelity simulation team assessments

Preparation of health care students for clinical practice by innovative teaching and assessment strategies are important yet challenging aspects of education programmes (Kelly et al. 2016, p. 175; Sivertsen, McNeill & Muller 2016, p. 471). The manner in which simulation is offered to large cohorts, in particular how students perceive such simulated environments or simulation team assessments is not well understood (Kelly et al. 2016, p. 172; Nielsen & Harder, 2013, p. e510; Hutchinson, 2013; Teixeira et al., 2014, p. 272; Clarke et al., 2014; Rochester et al. 2012, p. 118). This paper is exploring the use of high volume high-fidelity simulation team assessments in nursing. The study is based on student evaluations from a voluntary and anonymous end-of-teaching survey. The review evaluates simulation assessments as a learning experience in a final year nursing topic. This paper explores student perceptions of undertaking a simulation assessment in teams, as well as how to prepare for such an assignment via scaffolded learning strategies from both student and educators’ views. The study comprises 572 participants of a total cohort of 806 undergraduate final year nursing students. Likert ratings and open ended responses in the end of topic feedback survey enabled a thematic analysis of participant experiences with the simulation assessment.The many responses provide interesting insights for why students found the simulation team assessment with its scaffolded preparatory learning activities, to improve their learning experience. The findings revealed that students felt better prepared for time in clinical areas, and felt better equipped to recognise and respond to deterioration of patient conditions in the clinical settings.The purpose of this study was to review the usefulness of team based simulation assessments for student learning in nursing education. With solidified knowledge students will have more confidence with clinical reasoning when interacting with patients. The simulation assessment was by students perceived as a positive experience towards enhancing own learning and improving self for clinical work. Future exploration of students in clinical environments post simulation assessment, in particular in regards to deteriorating patients and clinical decision making processes, is warranted in order to determine whether the simulation team assessment with scaffolding activities is improving student learning in regards to actual clinical preparedness.