Simulated Practice Learning Design (SPL): A Framework for a Customised Approach

Nurses are graduating feeling unprepared for their newly qualified roles, reporting a lack of understanding of the application or relevance of the theory learnt in university and practice. Moreover, clinical placements, a crucial part of undergraduate nurse education, vary significantly between students. Simulated Practice Learning offers one solution to address these gaps in curricula. It provides a controlled, safe environment where specific learning outcomes can be targeted using experiential, active learning, including Simulation-Based Education (SBE); well-established educational theories that reach widening participation populations.<br/><br/>This thesis forwards an original contribution to knowledge through my framework for a customised design of Simulated Practice Learning. Created as an adaptable framework that integrates Simulated Practice Learning into curricula, it uses a four-step process that methodically addresses stakeholder needs through a collaborative process, as well as defines available resources for feasibility. Through this customisation, learning outcomes, and the subsequent Simulated Practice Learning design, are targeted to the needs of the students, programmes, and local healthcare services.<br/><br/>Grounded in a pragmatist paradigm, my Simulated Practice Learning framework draws on empirical evidence and critical insights from three projects, stakeholder collaborations, established educational theories, and current literature. The wide-ranging outputs associated with the three projects, along with my Simulated Practice Learning framework, demonstrate innovations and significant contributions to the growing body of evidence on Simulated Practice Learning. By being part of ‘practice’, it uses regulatory standards to address gaps in experience and competence, and is, therefore, scalable to other professional groups and different contexts. Accordingly, a supporting step-by-step guide provides clear instructions designed to enable its application across disciplines and settings. By offering this flexible tool that strives usability, I aspire for programmes to be empowered to adopt Simulated Practice Learning into their curricula and address gaps in student experience.

Name dc:type.qualificationname

Doctoral Thesis

Level dc:type.qualificationlevel

Student thesis

Year dc:date.issued

2026

Author dc:creator

• Salje, Joëlle

Advisors dc:contributor.advisor

• Davies, Mark
• Coll, Anne-Marie

• Simulated Practice Learning
• Curriculum Design
• Nursing Education
• Higher Education
• Framework Design
• Pragmatism
• Educating Healthcare Practices

Language dc:language

eng

Identifier

oai:pure.atira.dk:studenttheses/de26f73f-1c6a-4b7f-81bc-f955c521c82b

OAI identifier oai:identifier

oai:pure.atira.dk:studenttheses/de26f73f-1c6a-4b7f-81bc-f955c521c82b