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Advances in Health Sciences Education

, Volume 18, Issue 1, pp 99–114 | Cite as

Students’ experiences of learning manual clinical skills through simulation

  • Eva JohannessonEmail author
  • Charlotte Silén
  • Joanna Kvist
  • Håkan Hult
Article

Abstract

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students’ experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator’s contribution to the students’ learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection.

Keywords

Learning theory Professional development Qualitative content analysis Simulation Skills training Undergraduate nursing education 

Notes

Acknowledgments

We thank the students who participated in this study and Sofia McGarvey for revising the English language in the quotes. This study was supported by the Centre for Educational Development and Research, Faculty of Health Sciences, and the Division of Community Medicine, Medical Education and the Division of Physiotherapy, Department of Medical and Health Sciences, Linköping University, Sweden.

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Eva Johannesson
    • 1
    • 3
    Email author
  • Charlotte Silén
    • 2
  • Joanna Kvist
    • 1
  • Håkan Hult
    • 3
  1. 1.Division of Physiotherapy, Department of Medical and Health SciencesLinköping UniversityLinköpingSweden
  2. 2.Centre for Medical Education, Department of Learning, Informatics, Management and EthicsKarolinska InstitutetStockholmSweden
  3. 3.Centre for Educational Development and Research, Faculty of Health SciencesLinköping UniversityLinköpingSweden

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