(72) To Cue or Not to Cue - That IS the Question During Simulation Scenarios to Support Student Nurse Learning

Abstract: The 2021 INACSL Standards of Best Practice Facilitation direct the facilitator to deliver cues to redirect learners during the scenario to achieve the learning outcomes (Persico et al., 2021). Cue is the term used to describe additional information the facilitator provides to the learners about the patient to enable them to achieve the learning outcomes (Paige and Morin, 2013). Cueing examples include providing additional blood results or changing a vital sign.

A literature review found a gap between facilitators supporting learners in simulation in the scenario and led to two initial research questions (RQ)

RQ 1 –How do facilitators support student nurses' learning in simulation scenarios?
RQ2 –What support do student nurses require from facilitators in simulation scenarios to aid their learning?

The pilot study following ethical approval) explored how simulation facilitators working with undergraduate nursing students can support learning through simulation at a university in England using a descriptive case study. Five semi-structured interviews gathered a rich data set to describe the current situation from the lens of facilitators (n=4) and student nurse (n=1).

Using Reflexive Thematic Analysis (TA) (Braun and Clarke 2006), the data was analysed. Three themes were identified, learner adapted their needs for cues based on the facilitator, facilitators used cues in the moment with no preplanning and facilitators intervened based on their identity and agency. This small pilot study revealed that further work needs to be undertaken concerning cueing, and a further study is in progress.