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How MASK-ED (KRS Simulation) Prepares Nursing Students for Clinical Placements A Cross-sectional Study
Journal article   Open access   Peer reviewed

How MASK-ED (KRS Simulation) Prepares Nursing Students for Clinical Placements A Cross-sectional Study

Debbie Procter, James Deehan, Paul Parker, Elizabeth Emmanuel and Jennene Greenhill
Clinical simulation in nursing, Vol.85, 101463
12/2023
DOI: https://doi.org/10.1016/j.ecns.2023.101463
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Published (Version of record)CC BY V4.0,  Open Access
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Abstract

clinical placement MASK-ED™ (KRS simulation) preparedness simulation in nurse education simulation in nursing student nurse experience
Background MASK-ED™ (KRS simulation) has emerged as an authentic and transferable method of student nurse simulation education; however, further research is required into the relationship between MASK-ED™ (KRS simulation) and students’ sense of preparedness for placement. The main aim of this study was to evaluate first- and second-year Bachelor of Nursing students' sense of preparedness for clinical placement after MASK-ED™ (KRS simulation) encounters. Consequent aims were to investigate: whether there was a difference or correlation in the sense of preparedness between groups of one or two encounters, and; what elements of the encounters did students attribute their sense of preparedness to. Method Quantitative and qualitative data were collected concurrently in a cross-sectional survey incorporating both closed-ended and open-ended items. First (n = 63) and second (n = 18) year Bachelor of Nursing students who participated in MASK-ED™ (KRS simulation) were surveyed. Results Eighty-one students completed the survey and (84%) agreed or strongly agreed that MASK-ED™ (KRS simulation) prepared them for clinical placement. Participants also indicated the experience was motivating (83.9%) and confidence-building (84%). No statistically significant difference was identified in sense of preparedness between one and two encounters. Pearson's correlation data identified no statistically significant relationship between the number of encounters and the reported sense of clinical preparedness. Themes were: MASK-ED™ (KRS simulation) encounters encouraged students to think critically and holistically; motivated and increased their confidence, and; gave them an expectation of what placement would be like. Conclusions MASK-ED™ (KRS simulation) can be an effective teaching strategy for encouraging nursing students to think critically and holistically, and for increasing their motivation and confidence prior to clinical placements. These attributes increase their sense of preparedness for clinical placement.

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