Exploring simulation utilization and simulation evaluation practices and approaches in undergraduate nursing education
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Simulation is becoming one of the most significant teaching-learning strategy available in undergraduate nursing education (Aebersold & Tschannen, 2013; Akhtar-Danesh, Baxter, Valaitis, Stanyon, & Sproul, 2009). Through the development, application, and evaluation of high quality simulation experiences, learners are able to acquire and demonstrate the knowledge and skills necessary for safe, competent, and ethical nursing practice. While there is indication within the literature and anecdotally about the benefits of simulation, robust evidence that supports the effectiveness of simulation for learning and evaluation in nursing education has yet to be fully established and is slowly emerging (Alexander et al., 2015; Canadian Association of Schools of Nursing, 2015; Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014; Rickets, 2011). As the use of simulation increases in nursing education, the need to evaluate students appropriately, accurately, and in reliable ways intensifies (Todd, Manz, Hawkins, Parsons, & Hercinger, 2008). Furthermore, as nursing programs increasingly consider simulation as direct clinical replacement in the context of increased student enrolment and dwindling clinical placements, standardized evaluation must play a vital role (Canadian Association of Schools of Nursing, 2007; Norman, 2012; Todd et al., 2008).
Our study investigated simulation utilization and simulation evaluation practices and approaches employed among undergraduate nursing educational programs in Ontario, Canada, using a mixed methods approach, including both quantitative and qualitative data collection through a confidential online survey. The goal of our study is to establish a “picture” of current trends, practices, and approaches related to simulation that is employed within this entire province. An overview of the study results and recommendations that have potential to make a substantial contribution to the growing evidence for best practices in the science of simulation will be discussed.
The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.
Type | Report |
Acquisition | Self-submission |
Review Type | None: Sigma Grant Recipient Report |
Format | Text-based Document |
Evidence Level | Other |
Research Approach | Pilot/Exploratory Study |
Keywords | Simulation; Simulation-based Education; Evaluation; Undergraduate Nursing |
CINAHL Subject(s) | Simulations; Education, Nursing; Simulations--Utilization; Education, Nursing, Baccalaureate; Educational Measurement; Outcomes of Education; Outcomes of Education--Evaluation; Education, Clinical |
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