"A privilege but also a challenge." Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study. Issue 11 (13th January 2020)

• Record Type: Journal Article
• Authors: Lillekroken, Daniela
• Other Names: Kitson Alison guestEditor.; Conroy Tiffany guestEditor.; Dale Craig guestEditor.; Sørensen Erik Elgaard guestEditor.; Parr Jenny guestEditor.; Richards David guestEditor.; Vermeulen Hester guestEditor.
• Is Part Of: Journal of clinical nursing. Volume 29:Issue 11/12(2020)
• Page Start: 2011
• Page End: 2022
• Publication Date: 2020-01-13
• Subjects: fundamental care -- nurse educators -- nursing students -- qualitative research -- simulated learning environment; Nursing -- Periodicals; Clinical medicine -- Periodicals; 610.7305
• DOI: 10.1111/jocn.15177
• Languages: English
• ISSNs: 0962-1067

Abstract

Abstract: Aims and objectives: To explore nurse educators' perceptions about teaching fundamental care to undergraduate nursing students in a simulated learning environment. Background: Recent research has demonstrated that fundamental care is overlooked in nursing education, resulting in little empirical research on how to teach fundamental care within a simulated learning environment. Design: The study has a qualitative, explorative design. The principles of consolidated criteria for reporting qualitative research (COREQ) were applied for reporting the methods and findings. Methods: Data were collected through participant observations and focus group interviews with nursing students, clinical nurses and nurse educators. The data were analysed using the qualitative content analysis method. Results: The core category "A privilege but also a challenge" represents the overall perception of nurse educators' perceptions about teaching fundamental care in a simulated learning environment. The core category is supported by two subcategories: "Fundamental care is important to nursing education" and "To set a good example, " which represent the attributes and the role nurse educators have in helping students achieve their fundamental care learning outcomes. Conclusions: Fundamental care can be taught to students by engaging them in an interplay between lectures and learning activities that are designed to enhance their skills during simulations in simulated learning environments. Relevance to clinical practice: Nursing education should prepare students to develop the skills they will be applying when providing fundamental care in real life; thus, the students should learn how to deliver high‐quality fundamental care.