{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,19]],"date-time":"2026-05-19T15:06:48Z","timestamp":1779203208323,"version":"3.51.4"},"reference-count":16,"publisher":"Mark Allen Group","issue":"5","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Br J Community Nurs"],"published-print":{"date-parts":[[2026,5,2]]},"abstract":"<jats:sec>\n                    <jats:title>Background:<\/jats:title>\n                    <jats:p>Clinical placement shortages continue to challenge pre-registration nursing education in the UK, particularly in primary care.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods:<\/jats:title>\n                    <jats:p>Using a mixed-methods design, evaluation data were collected through questionnaires, narrative feedback and system analytics.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for practice:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.12968\/bjcn.2025.0194","type":"journal-article","created":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T14:13:57Z","timestamp":1777904037000},"page":"214-219","source":"Crossref","is-referenced-by-count":0,"title":["A mixed-methods study of a virtual general practice simulation placement for nursing students in community care"],"prefix":"10.12968","volume":"31","author":[{"given":"Aby","family":"Mitchell","sequence":"first","affiliation":[{"name":"Senior Lecturer in Nursing Education\/Faculty Lead for Simulation, Department of Adult Nursing, Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, James Clerk Maxwell Building, Waterloo Road, London SE1 8WA, UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Behnam Jafari","family":"Salim","sequence":"additional","affiliation":[{"name":"King's College London Waterloo Campus, James Clark Maxwell Building, 57 Waterloo Road, London, SE1 8WA, UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Barry","family":"Hill","sequence":"additional","affiliation":[{"name":"Professor in Nursing and Critical Care Practice, Associate Head of School (Education), School of Healthcare and Nursing Sciences (HNS), Faculty of Health and Wellbeing, Northumbria University, Newcastle upon Tyne, NE7 7XA, UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"5130","reference":[{"key":"e_1_3_2_1_1","doi-asserted-by":"publisher","DOI":"10.1080\/14739879.2019.1663133"},{"key":"e_1_3_2_2_1","unstructured":"Bloom BS. Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. 1956. https:\/\/ia800508.us.archive.org\/24\/items\/bloometaltaxonomyofeducationalobjectives\/Bloom%20et%20al%20-Taxonomy%20of%20Educational%20Objectives.pdf (accessed 30 March 2026)"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2016.11.015"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/14739879.2022.2070867"},{"key":"e_1_3_2_5_1","unstructured":"Department of Health and Social Care. 10 year health plan for England: fit for the future. 2025. https:\/\/www.longtermplan.nhs.uk (accessed 30 March 2026)"},{"key":"e_1_3_2_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ecns.2019.12.004"},{"key":"e_1_3_2_7_1","unstructured":"Health Education England. 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