Walking in someone else’s shoes – Can a transformative simulation help student nurses comprehend sensory overload?

Introduction: Atypical sensory processing is a difficulty in regulating and managing sensory input in a meaningful way. Sensory processing disorder (SPD) is common in individuals with autism spectrum disorders (ASD), pervasive development disorders, specific learning difficulties (SpLD) and neurodiversity.

The Experiencing Sensory Overload simulation aims to champion inclusive practice and reduce health inequalities by encouraging student nurses to reconsider their working environments to create sensorily safe spaces for individuals who experience SPD.

This paper explores the impact of the transformative simulation on nursing students’ confidence and knowledge of sensory overload and inclusive practice.

Methods: A quasi-experimental method with pre and post simulation surveys and a written reflection was utilised. A convenience sample of 26 BSc Nursing students were recruited to this evaluative first-stage assessment of a new simulation.

Data was gathered from participants about the value of engaging with the simulation. Questionnaires using a Likert score to explore experiences, knowledge and confidence about neurodiversity, ASD and sensory overload were administered. Participants also submitted a short, written reflection examined via reflexive thematic analysis.

Results: The Likert data shows a clear shift in pre and post knowledge. Calculated median of pre-experience knowledge was 4.5 rising to a median of 8 post-experience. 90.5% of participants would recommend this simulation.

Reflexive thematic analysis of qualitative data derived three themes:

‘The penny dropped’ - Understanding /awareness,

‘Walking in someone else's shoes’ - Appreciation of uniqueness of experience for individuals

‘Ask, listen, do’ - Strategies to adapt & inform practice

Discussion: The participants enhanced their understanding of the challenges of sensory overload, envisaging reasonable adjustments to ensure inclusive practice. The authors believe that this simulation is effective and will positively impact on nursing students’ ability to care for neurodiverse individuals.