Informing effective simulation pedagogy in nursing simulation
Sherry L. Barnard, EdD, MSN, APRN
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- Omega Mu at-Large
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Simulation methods are now widely used in nursing education programs. Several studies have been conducted that examine the effect of simulation on student outcomes in learning (Alinier, Hunt, Gordon, & Harwood, 2006; Arnold, et al, 2009; Rosen, Salas, Silvestri, Wu, & Lazzara, 2008), however, little has been discovered regarding models of faculty support and guidance during simulation. The factors that influence student learning in the simulation experience suggest faculty be a guide by offering cueing and support before, during, and after the simulation process (Parsh, Roberts, & Green, 2010). It is also suggested that debriefing be non-judgmental and a time for student reflection (Rudolph, Simon, Rivard, Dufrense, and, Raemer, 2007). Due to the increase in nursing programs integrating simulation in their curriculum, more information and understanding is needed on outcomes of learning through or by simulation. Defining what faculty or clinical educators must know to use simulation as a learning tool is best explained by a framework designed by Jeffries (2007) and endorsed by the National League for Nursing (NLN). This case study offers an opportunity to understand simulation methods in one nursing site in a rural section of New England. This study used a qualitative approach and provides findings regarding simulation design, deliberate practice, anxiety, preparation, cueing, and structured debriefing. Student and faculty perceptions have been investigated to support this study.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10102297; ProQuest document ID: 1786277153. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Evidence Level||Case Study/Series|
|Research Approach||Qualitative Research|
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