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Title: Young people's involvement in simulation with students of children and young people's nursing : an exploratory interpretive study
Author: Miller, A. J.
Awarding Body: University of Salford
Current Institution: University of Salford
Date of Award: 2019
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Over recent years, UK health and social care policy has advocated for the views of children and young people to be sought and acted on to ensure that their voices are considered and that they participate in decisions about their health. However, children and young people are seldom involved in nurse education and when they are their involvement is limited. For example, they are often consulted about issues relating to curriculum development, however, non-tokenistic involvement requires more than this. They need to participate in the planning, delivery and evaluation processes of nurse education. Simulation provides an ideal opportunity for young people to become involved in the teaching and learning of students of children and young people's nursing. That said, the outcome and impact of doing so, for all participants, warranted further investigation. This thesis provides an analytical account of a qualitative interpretive research study to elicit, discuss and explore young people's involvement in simulation with students of children and young people's nursing. Young people attending a local college were invited to take part in this research study. They worked on the planning of a simulation scenario concerned with the care of a young person (the manikin - 'Elizabeth') presenting to the emergency department with an exacerbation of asthma. Following this they developed a feedback tool and provided 'Elizabeth's' voice during the simulated sessions. Using the tool which they designed, the young people participated in the debriefing to provide feedback to the nursing students about the communication and interpersonal skills used by them during the simulated sessions. Data was collected from all participants through semi-structured and focus group interviews to explore their perspectives on the impact and outcomes of the young people's involvement. The young people felt valued and listened-to throughout the process. In turn, this enabled them to create a more authentic reality which enhanced the overall simulated learning experience for the student participants. Challenges to young people's involvement are also discussed. The findings add to the current body of knowledge regarding the involvement of young participants in simulation specifically, and the education of students of children's and young people's nursing more generally. Implications for practice, policy and further research are critically determined.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available