Lydia Jane Grey

Medical University of Bahrain, Bahrain

Abstract Title:Introducing Simulation to Year Two Undergraduate Nursing Students: A Reflection on a Pilot Programme and Early Insights

Biography:

Lydia Jane Grey MSc (Dist.), BSc, DipHE, INP, RN, is a Lecturer in Nursing at the Royal College of Surgeons in Ireland – Medical University of Bahrain. An Advanced Nurse Practitioner with over 13 years of experience in Emergency and Acute Medicine, she has led service improvement initiatives and held senior clinical leadership roles. Lydia holds a Master’s in Advanced Clinical Practice with Distinction and is a contributing Cochrane reviewer. She is passionate about bridging the gap between advanced clinical practice and education, with academic interests in simulation-based learning, clinical decision-making, and nursing education post-pandemic.

Research Interest:

Simulation-based learning is a well-established pedagogical approach in nursing education, recognised for enhancing clinical reasoning, communication, and learner confidence. However, its use in the early stages of undergraduate nursing programmes remains underexplored. This project aimed to examine the feasibility and perceived educational value of embedding simulation earlier in the nursing curriculum to strengthen student confidence, communication skills, and readiness for clinical placements. The initiative was led by the School of Nursing and Midwifery, supported by the Academic Director of Clinical Simulation and the simulation team, ensuring alignment with best practice standards and institutional goals. A cohort of 27 second-year undergraduate nursing students took part, with 15 students engaging in three immersive, high-fidelity simulation sessions. These sessions followed a progressive case design and addressed core clinical scenarios, including, initial nursing assessment, pain management, post-operative deterioration, palliative care, and complication management. Each simulation was aligned with year-two curriculum and emphasised patient assessment, prioritisation, teamwork, and clinical decision-making. Sessions included a structured prebrief, simulation activity, and an SBAR (Situation, Background, Assessment, Recommendation) handover to connect cases. Debriefing followed PAAILs (Preview, Advocacy1, Advocacy2, Inquiry, Listen) and PEARLS (Promoting Excellence and Reflective Learning in Simulation) models, encouraging reflection, critical analysis, and contextual understanding. The 12 remaining students participated as observers and provided structured peer feedback. Qualitative data were collected via facilitator field notes and student reflections. While students initially expressed anxiety during the prebrief, progressive engagement demonstrated growing self-confidence, clinical reasoning, and critical thinking. Recurring themes included “learning from mistakes in a safe space,” “developing a clinical voice,” and “connecting theory to patient care.” Based on these positive early outcomes, the simulation approach will be formally integrated into the year-two curriculum for Academic Year 2025/2026. A follow-up research study will assess student satisfaction, confidence, and peer feedback using NLN instruments and an IPAAIL-aligned peer evaluation tool.