Practice development: Assessing the use of simulated wounds in nurse education
Zone of Proximal Development, appears to be undervalued [24]
. Daniels implies
that learners’ knowledge and skills development is reduced when they have to independently solve problems, rather than having the input of more capable peers. Therefore, if the lecturer ‘scaffolds’ the
learning experience with academic support and peer learning, students’ knowledge, skills and problem-solving abilities increase. By using simulated models, the University
Figure 4. Dehisced abdomen with a stoma site.
of Salford project enabled students to discuss their practice in a safe environment and learn from each other. Although this method may not take into account students’ learning style, ability or current levels of knowledge, according to Grundy [25]
learning in this way can achieve
the same outcomes as pre-registration nursing programmes. Although this project is limited by
the small number of self-reported student evaluations, the feedback was unequivocal in demonstrating that the simulated wounds aided students’ learning experience. A systematic review on the effectiveness
of simulation in teaching clinical reasoning skills to undergraduates [21]
suggests that
although the evidence is inconclusive, knowledge and skills acquisition is significantly improved. This project provides a call for future research and work in this field.
Figure 5. Simulated leg ulcer.
simulation as an opportunity for nurses to rehearse and consolidate skills prior to practice. Case studies using simulated wounds have highlighted that they can increase students’ confidence, skills and decision-making capabilities [23]
. The government’s quality agenda and
outcome measures are aimed at reducing wound care expenditure in trusts, while at the same time providing increased safety and effectiveness of care [9]
care simulation enables students to gain knowledge and understanding in a safe environment. Vicarious learning, where knowledge is
gained by observing the consequences of others’ actions, such as in Vygotsky’s
CONCLUSION The purpose of this project was to develop a set of simulated wounds that were more realistic and life-like than those previously available, therefore, enhancing the learning experience for nursing students. Although this project only included a
small number of evaluations, it highlights that wound simulation can offer educators in the field of tissue viability an effective way to prepare clinicians for the types of wounds that they will see on real patients.
. Wound
AUTHOR DETAILS Melanie Stephens is lecturer in Adult Nursing and International Pre-Registration Link Lead, School of Nursing, Midwifery and Social Work, University of Salford, Greater Manchester
Davy Jones is Make up, Special Effects and Prosthetics Artist, MakeupSFX Workshop, Liverpool
www.woundsinternational.com 39 References
24. Daniels H. An Introduction to Vygotsky. 1996; Routledge, London
25. Grundy L. Pathways to fitness for practice: national vocational qualifications as a foundation of competence in nurse education. 2001; Nurse Educ Today 21: 260–65
Practice Development
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