"Terrifying but Amazing": The Use of Supported Performance Simulation to Enhance Student Nurseʼs Ability to Learn and Articulate Ethically Sound Practice

Abstract

This paper discusses an illuminative evaluation of a collaborative series of workshops combining simulation, performance and reflection into supported performance simulation to explore challenging ethical scenarios. To explore the experiences of the theatre and child nursing students taking part in the workshops, to understand how they impacted on studentʼs practice and to consider staff members’ understanding of the value of this model of teaching and the potential for development. The experiences of those involved were explored, using focus groups and interviews within an illuminative evaluation approach. A purposive sample of the 19 nursing students, 10 theatre studies students and 4 teachers was used. We used interviews and focus groups as the method of the current study. Also, ethical approval and informed consent were gained. We found that four themes emerged from the data: the value of "real world experience"; increased confidence in dealing with ethically challenging situations; the development of "softer" skills and teaching and learning styles supporting reflective practice. The workshops enabled the nursing students to develop their communication skills, assertiveness and advocacy, whilst exploring ethically challenging situations. The use of performance simulation workshops allowed the nursing students to discover, test and reflect on their own and peers’ practice in a safe environment. The workshops had increased their confidence in dealing with difficult ethical situations and enhanced their skills of assertiveness and advocacy.