INTRODUCING A NEW PEDAGOGY TO THE UNIVERSITY OF BOTSWANA
SCHOOL OF NURSING: DISTANCE SIMULATION
Tebogo T. Mamalelala1, Joyce V. Khutjwe1, Kefalotse S. Dithole1 and Michelle A. Cole2
1University of Botswana, 2University of Connecticut Storrs, Connecticut USA
Abstract
The advancement of healthcare education has led to an increasing use of technology for
training and practice. Distance Simulation provides a realistic and immersive
environment for nursing students to engage in real-world clinical scenarios with peers
from across the globe, offering varied perspectives and specialized knowledge. A recent
study involving 32 nursing students from four schools, including the University of
Botswana and three schools from the United States, highlighted the benefits of distance
simulation. It enriches the learning experience and can serve as an alternative for
clinical activities or to supplement theoretical content. This underscores the importance
of further research and investment in distance simulation as an effective tool in nursing
education. In summary, distance simulation offers a practical solution to bridge the gap
between theoretical knowledge and practical clinical experience, potentially enhancing
the overall quality of nursing education
Keywords: Simulation, pedagogy, nursing education, debriefing, pre-briefing, SET-M
Corresponding Author
Tebogo T Mamalelala
University of Botswana
Faculty of Health, School of Nursing
mamalelalat@ub.ac.bw
45
Lonaka JoLT Vol. 13 No. 1 2024
Introduction and background
The healthcare education sector has increasingly adopted technology to improve training and practice. There is a growing need for innovative and effective approaches in nursing and other healthcare training programs. Simulation, replicating real-world scenarios that allow students to perform skills and actively learn, has become an essential component of nursing education (Lavoie et al., 2017). While the World Health Organisation (WHO) also strongly recommends simulation-based nursing education programs to improve and ascertain patient safety (World Health Organization, 2018), simulation-based education remains a challenge for under-resourced settings with minimal investment in technology (Moabi et al., 2022; Msosa et al., 2022). Furthermore, there are variations in simulation tools used per setting, from low-fidelity anatomical models for the demonstration of skills such as injections to high-fidelity mannequins which mimic physiologic functions such as regular and abnormal breathing and to the use of standardised patients (volunteers) by some institutions, to give learners a more realistic clinical experience (Koukourikos et al., 2021).
Technological advancements and the need to improve nursing education have seen distance simulation emerge as a critical tool, particularly in regions facing resource constraints. Distance simulation utilizes digital platforms and virtual environments to simulate clinical scenarios for educational purposes, allowing students and professionals to practice and refine their skills remotely. It involves conducting simulations or training from a physical distance (LeFlore et al., 2014; Lioce, 2020).
