Training and implementation of simulation-based education in low-resource settings: Nurse educators’ experience

Abstract

Background. Simulation-based education (SBE) is an approach to training health professionals using standardised patients and human patient simulators. There is abundant literature on the benefits of SBE in nursing but literature on the training of nurse educators on the method, especially in sub-Saharan Africa (SSA), is relatively scant. Studying staff training models and experiences is necessary to support the widespread adoption of SBE in SSA. Objective. This study sought to explore the perceptions of nurse educators who participated in a pioneering project at Biaka University Institute of Buea, to integrate SBE into the undergraduate nursing curriculum in Cameroon.

Methods. A descriptive phenomenological design was used to capture participants’ lived experiences. Eligible participants were selected using purposive sampling. Data were collected through semi-structured interviews and a focus group discussion, and thematic analysis was conducted using Nvivo 11.

Results. Three themes emerged from the data. SBE was still perceived as novel and the SBE training as comprehensive because it included both theory and practical sessions. Educators were able to contextually implement simulation, safely use standardised patients, and creatively improvise to accommodate the lack of equipment. Participants experienced benefits of SBE application to students and the institution including improvement in the clinical skills of academic staff implementing the method.

Conclusion. A comprehensive SBE training programme can prepare nurse educators in resource-limited settings to effectively implement contextualised models of SBE. Further studies should analyse SBE training models for nurse educators and the effectiveness of contextual adaptations in SBE implementation.