{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,23]],"date-time":"2026-08-23T18:05:02Z","timestamp":1787508302464,"version":"build-2736575974"},"reference-count":64,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2025,9,1]],"date-time":"2025-09-01T00:00:00Z","timestamp":1756684800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,9,1]],"date-time":"2025-09-01T00:00:00Z","timestamp":1756684800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Advanced Nursing"],"published-print":{"date-parts":[[2026,5]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>The aim of this discussion paper is to explore whether recontextualisation theory deepens our understanding of learning across multiple sites when introducing simulation\u2010based education (SBE) into nurse education.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The requirement for students to learn in clinical placements remains an aspiration as well as a regulatory requirement internationally. Yet, the increasing complexity of healthcare and the numbers of vacancies in the healthcare workforce globally have led to poor learning environments. In the context of faster internet speeds, rapid development in virtual technologies, affordability of hardware, and the move to online educational provision after the COVID\u201019 pandemic, SBE has emerged as a key teaching method in health professional preparation programmes globally.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design<\/jats:title>\n                    <jats:p>Critical discussion paper.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This discussion paper is based on current literature on SBE and recontextualisation theory.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>Evaluations of SBE often show positive outcomes for learning in nurse education. Weaknesses and gaps in the evidence on SBE, such as the scarcity of control groups or longitudinal studies, have been identified. Using recontextualization theory, we argue that SBE may also increase the theory\u2010practice split for students across multiple sites of learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The introduction of SBE offers supplementary positive learning opportunities to those in clinical practice while at the same time creating multiple sites of learning which are not always aligned. More needs to be done to teach from a curriculum which relies on students being motivated and able to learn across multiple sites of learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for the Profession and Patient Care<\/jats:title>\n                    <jats:p>To support student nurses in UG professional preparation programmes which rely on SBE as well as clinical practice and universities, shared values between nurse educators and clinical nurses need to be enacted collaboratively. This could be achieved by reframing how students and nurses learn and rework knowledge across sites of learning.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jan.70163","type":"journal-article","created":{"date-parts":[[2025,9,2]],"date-time":"2025-09-02T05:29:54Z","timestamp":1756790994000},"page":"5513-5520","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Using Recontextualisation Theory to Understand Learning Across Multiple Sites in Simulation\u2010Based Nurse Education"],"prefix":"10.1111","volume":"82","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9391-0385","authenticated-orcid":false,"given":"Helen T.","family":"Allan","sequence":"first","affiliation":[{"name":"Faculty of Health, Social Care and Education Middlesex University  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mike","family":"O'Driscoll","sequence":"additional","affiliation":[{"name":"Faculty of Health, Social Care and Education Middlesex University  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,9,1]]},"reference":[{"key":"e_1_2_11_2_1","volume-title":"Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory","author":"Abdal\u2010Haqq I.","year":"1999"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00146\u2010021\u201001312\u2010y"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010024\u201006080\u2010z"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.4135\/9781529770032"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/jocn.13855"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2009.12.015"},{"key":"e_1_2_11_8_1","volume-title":"Knowledge, Curriculum NS Qualification for South African Further Education","author":"Barnett M.","year":"2006"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ecns.2016.02.002"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/00207314221115945"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.5771\/9781461636205"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.21061\/jcte.v19i1.493"},{"issue":"4","key":"e_1_2_11_13_1","first-page":"63","article-title":"Practical Clinical Training in Skills Labs: Theory and Practice","volume":"33","author":"Bugaj T. 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