Lack of consistency in clinical experiences has to lead to a need to adapt simulation experiences. Attempting to engage students within the simulation experience has, however, been limited with students being observed to be withdrawn when not involved within the simulation room. While the ideal mix between theoretical structures and clinical practice would enable under-graduate nursing students to develop critical thinking while participating in multiple clinical sites the reality is that consistent exposure to identified clinical events are limited as a result of multiple factors which are often out of the control of organisations or the under-graduate programs. Simulation-based learning (SBL) experiences have been fostered as structures that would provide a safe environment, allowing students to practice critical thinking, putting theoretical knowledge into clinical experiences while ensuring that the decision making processes, skills and outcomes would not have long-term effects on a patient’s safety or health. Students engaged in simulation need to be involved in active learning strategies however the structure of simulation often leaves students, who are outside of the simulation, engaged only through observation leading to opportunities to disengage in the experience. As simulation-based learning continues to grow in both under-graduate and clinical environments it becomes imperative that engagement in all aspects of the simulation be explored.
Adjusting the structure of the simulation, aiming to provide opportunities for students to immerse in role-playing and active observation thereby enabling the students to understand how their learning experiences are increased as they view situations from different perspectives will ultimately help enhance the opportunities and hopefully provide insight into the intricacies of all aspects of health care.