Background: Despite increasing use of simulation in nursing education, there is limited understanding of how simulation experiences influence students' future practice. The aim of this study was to explore recently graduated registered nurses' perceptions of how their learning from undergraduate university-based simulation experiences informed their current practice and the factors that facilitated or inhibited this transfer of learning.

Methods: The study used an exploratory design framed by a qualitative descriptive methodology. Six nurses who had completed 3 to 12 months of clinical practice after graduation participated in semistructured interviews which were thematically analysed.

Results: The importance of accepting responsibility, interprofessional communication, leadership skills, and promoting patient safety emerged as recurring themes.

Conclusions: This study provided new insights into the transfer of learning from university-based simulation experiences to students' practice after graduation. Further research with other groups of learners and larger sample sizes will be valuable in taking this work forward.

Item Type:	Refereed Article
Keywords:	simulation, transfer, nursing student, graduate nurse, patient outcomes
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Medicine, nursing and health curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Management, resources and leadership
UTAS Author:	Courtney-Pratt, H (Dr Helen Courtney-Pratt)
ID Code:	138062
Year Published:	2019
Web of Science® Times Cited:	12
Deposited By:	Wicking Dementia Research and Education Centre
Deposited On:	2020-03-23
Last Modified:	2020-04-17
Downloads:	0