British journal of community nursing · 2026
A mixed-methods study of a virtual general practice simulation placement for nursing students in community care.
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Mitchell Aby, Salim Behnam Jafari, Hill Barry
Аннотация
BACKGROUND: Clinical placement shortages continue to challenge pre-registration nursing education in the UK, particularly in primary care.
AIMS: This study evaluated the feasibility and acceptability of a 2-week virtual general practice simulation placement delivered to 313 pre-registration nursing students from year 1 and 2. The placement integrated simulated consultations, branching digital cases and documentation within a bespoke electronic health record.
METHODS: Using a mixed-methods design, evaluation data were collected through questionnaires, narrative feedback and system analytics.
RESULTS: Quantitative findings demonstrated full completion of required hours, high engagement and strong documentation accuracy, while qualitative feedback highlighted perceived authenticity, enhanced digital literacy and the value of structured debriefing. Challenges included workload intensity, scheduling and technical access.
CONCLUSIONS: The findings suggest that virtual general practice placements can extend placement capacity and support professional skill development in primary care education, when positioned as a complement to rather than a replacement for traditional clinical placements.
IMPLICATIONS FOR PRACTICE: Virtual general practice placements can expand placement capacity while supporting nursing students to develop documentation, communication and patient-safety skills within a safe and structured learning environment. Implementation of virtual general practice placements requires careful design of workload, reliable digital infrastructure and consistent supervisory support to maximise learning alongside traditional clinical placements.
AIMS: This study evaluated the feasibility and acceptability of a 2-week virtual general practice simulation placement delivered to 313 pre-registration nursing students from year 1 and 2. The placement integrated simulated consultations, branching digital cases and documentation within a bespoke electronic health record.
METHODS: Using a mixed-methods design, evaluation data were collected through questionnaires, narrative feedback and system analytics.
RESULTS: Quantitative findings demonstrated full completion of required hours, high engagement and strong documentation accuracy, while qualitative feedback highlighted perceived authenticity, enhanced digital literacy and the value of structured debriefing. Challenges included workload intensity, scheduling and technical access.
CONCLUSIONS: The findings suggest that virtual general practice placements can extend placement capacity and support professional skill development in primary care education, when positioned as a complement to rather than a replacement for traditional clinical placements.
IMPLICATIONS FOR PRACTICE: Virtual general practice placements can expand placement capacity while supporting nursing students to develop documentation, communication and patient-safety skills within a safe and structured learning environment. Implementation of virtual general practice placements requires careful design of workload, reliable digital infrastructure and consistent supervisory support to maximise learning alongside traditional clinical placements.