The experience of scenario-based-learning in undergraduate nurse education in Edinburg

Abstract

Aim: To examine the applicability of Scenario-based-learning (SBL) in undergraduate nurse education in Edinburg UK.

Method: In this paper the value of an SBL approach to teaching is evaluated in 1st year undergraduate nursing students. Both teaching staff and students used a validated evaluation proforma simultaneously to appraise the teaching programme. This evaluation was continuous throughout a full academic year.

Results: Initial consensus of both staff and students was favourable towards SBL. SBL was deemed a very positive approach to teaching for neophyte undergraduate nursing students. Evaluation led to minor modifications in terms of timing of specific scenarios within the curriculum.

Conclusion: Scenario based learning has been a valuable teaching tool within the school, from the perspective of both staff and students.