Exploring the perceptions of pre-registration nursing students undertaking an Assessed Simulated Practice Placement (ASPP). Is this a viable means of practice-based learning and assessment in the undergraduate nursing curriculum?

In recent years there has been a significant move to virtual learning platforms, bringing immersive simulation methods to the forefront of nurse education and with it, a growing interest in utilising structured extended periods of simulation as partial replacement for clinical placement (Bridge et al., 2022; Kiegaldie, 2023). The Assessed Simulated Practice Placement (ASPP) using a blended approach, aims to bridge the gap between theoretical knowledge and practical application, enabling pre-registration nursing students to develop competency in clinical decision-making skills and confidence in the care of patients in a safe environment. It is a fully assessed placement adhering to the NMC Standards for Student Supervision and Assessment (NMC 2023). The ASPP provides a maximum of 337.5 practice hours using a wide range of methodologies, resulting in a diverse, well-rounded, enhanced placement learning experience.


A mixed-methods study was undertaken to evaluate the impact of the ASPP as an innovative educational strategy within the pre-registration nursing curriculum. Analysis and synthesis of qualitative data from focus groups and quantitative data from pre- and post- ASPP questionnaires, the study investigates students’ perceptions of confidence, skill development and overall learning experience.


Analysis of the pre-ASPP questionnaire highlighted an initial degree of student apprehension, with a significant shift in the post-ASPP questionnaire indicating that students found the placement both enjoyable and beneficial to their learning. The focus group discussions provided a deeper insight into the student experiences, emphasising the value of a supportive learning environment and practical skills training. Several recommendations have been made for future deliveries, including clearer communication and support for initial concerns; development of practical skills scenarios; and more inclusive timetabling. Overall, the data from both focus groups and questionnaires suggest that ASPP is effective in enhancing students’ confidence and skills, demonstrating a positive impact on their growth and readiness for clinical practice.