Nursing Education Institutions’ Readiness to Fully Implement Simulation-Based Education in Lesotho

Abstract

The use of simulation learning in competency-based nursing education programmes is gaining momentum in an effort to ensure competency among graduates. Nursing education institutions are using various simulation methods, such as low, medium, and high fidelity. Simulation laboratories need to be manned by qualified personnel and the management of the institutions need to create an enabling environment for the implementation of simulation-based education. In Lesotho, nursing education institutions use improvised equipment and supplies, malfunctioning mannequins are not fixed timeously, and simulation laboratories are manned by educators who also conduct demonstrations and do student follow-ups in clinical areas. The aim of the study was to assess the readiness of the four private nursing education institutions in Lesotho to implement simulation-based education and to describe facilitators of and barriers to implementing simulation-based education. A quantitative, descriptive design was used, employing the Simulation Culture Organisational Readiness Survey questionnaire, with 63 nurse educators from the private nursing education institutions. Data were analysed using the Statistical Package for the Social Sciences version 27. Pearson’s Chi-square was used to assess the relationship between the variables of interest and frequency distribution was used to assess the distribution of responses. The results show that the institutions are moderately ready to implement simulation-based education (readiness score 134.2 to 136.8). Factors related to administration, management, and human resources have a major influence on institutions’ readiness. It is therefore concluded that management should motivate nurse educators to implement simulation-based education and also put policies in place in support of this.