Positive influence of student-led simulation activities for final-year students: a reflective account

Recent changes in Nursing and Midwifery Council standards have provided a clearer definition and description of what might constitute simulated practice to which practice learning hours can be attributed. However, it is important to recognise the benefits of simulated experiences that would not fit these criteria. As a response to supporting students to become practice supervisors, lecturing staff at a city-based higher education institution introduced a student-led simulation intervention to strengthen the ability of all students in supporting the learning of peers. The educational intervention is part of a module focusing on clinical care and decision making for final-year students, preparing them for registration. Stage one of the intervention guided students in small groups to create a high-fidelity scenario including learning outcomes, patient histories, and clear narratives. Each group identified appropriate parameters for observations linking to the clinical situation, and used appropriate guidelines to support the management they would expect to see within the scenario. All scenarios were checked by an experienced simulation facilitator and any questions arising from the planned experience were addressed with each group before implementation. Students then led scenarios themselves with their peers (with support). Feedback from the students on this innovation was positive.