a b s t r a c t
Despite an increasing focus on simulation as a learning strategy in nursing education, there is limited
evidence on the transfer of simulated skills into clinical practice. Therefore it's important to increase
knowledge of how clinical skills laboratories (CSL) can optimize students' learning for development of
professional knowledge and skills, necessary for quality nursing practice and for patient safety. Thus, the
aim was to describe nursing students' experiences of learning in the CSL as a preparation for their clinical
practice. Interviews with 16 students were analysed with content analysis. An overall theme was
identified d walking the bridge d in which the CSL formed a bridge between the university and clinical
settings, allowing students to integrate theory and practice and develop a reflective stance. The theme
was based on categories: conditions for learning, strategies for learning, tension between learning in the
skills laboratory and clinical settings, and development of professional and personal competence. The CSL
prepared the students for clinical practice, but a negative tension between learning in CSL and clinical
settings was experienced. However, this tension may create reflection. This provides a new perspective
that can be used as a pedagogical approach to create opportunities for students to develop their critical
thinking.
ISSN:
1471-5953
eISSN:
1471-5953
Description:
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments, that is both in the University/faculty and clinical settings. It is supportive of new authors and is at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.