AbstractIn 1999 the Peach Report recommended increased experiential learning within university based nursing skills laboratories. Laboratories create simulated and virtual environments in which a wide range of approaches to skills learning can be used e.g. lecturer demonstrations, self directed learning packs, videos, e-learning, models, simulated patients. However, there is lack of current evidence about nursing students’ perceptions of skills learning with regard to these different learning approaches. This study aimed to investigate the learning experiences of first year degree students undertaking a nursing skills module. Through a series of questionnaires students identified their preferred learning approaches as they progressed through an academic year. In addition focus groups were used to explore why certain learning approaches were more beneficial to students. Findings identify formative OSCEs, simulated models and 1:1 feedback with a lecturer as the most highly rated learning approaches. Themes emerging from the focus groups included: • Feedback • Learning together • Active learning • Time & resources • Value skills learning • Learning for the real world of nursing Finding may be helpful to educators when considering the introduction of innovations in skills curricula.
TypeConference or Workshop Item
Peacock, Susi and Wallace, Lynn (2003) Learning clinical nursing skills. In: Scottish Clinical Skills Network 3rd Conference. "Integrating Simulation in Scotland", 24th October 2003, Postgraduate Centre, Stirling Royal Infirmary, Stirling, Scotland. (Unpublished)