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Making the Most of Simulated Learning: Understanding and Managing Perceptions

  • Karen Livesay EMAIL logo , Karen Lawrence and Clive Miller
Published/Copyright: March 12, 2015

Abstract

Increased emphasis on the use of simulation by nursing education providers is evident world-wide. It is unclear what the implications of this initiative are for academic staff within nursing programs. Programs report a range of responses to simulation pedagogy amongst faculty ranging from enthusiasm to avoidance. This study identified a wide range of concerns encapsulating the staff themselves, their concern for students as well as organisational considerations that impact staff perceptions. Methods: Nineteen in-depth, semi-structured interviews were conducted with faculty in a school of nursing and midwifery. Thematic analysis of data was carried out. Results: This study reinforced other earlier research related to staff feelings about the introduction of a simulation program or uptake of existing equipment and facilities. This study reflects the knowledge and experience staff had of simulation and highlights the importance of ensuring all members have a collective frame of reference in order to create shared language and vision. Conclusion: This study adds to the research on staff attitudes to simulation by identifying the preconceived ideas that contribute to idea formation and relates this to the insight and self-efficacy of the faculty members.

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Published Online: 2015-3-12
Published in Print: 2015-1-1

©2015 by De Gruyter

Articles in the same Issue

  1. Frontmatter
  2. Using “Think Aloud” to Capture Clinical Reasoning during Patient Simulation
  3. Translation and Evaluation of the Cultural Awareness Scale for Korean Nursing Students
  4. Making the Most of Simulated Learning: Understanding and Managing Perceptions
  5. Nursing Students’ Experiences with High-Fidelity Simulation
  6. An Integrative Review: Instructional Strategies to Improve Nurses’ Retention of Cardiopulmonary Resuscitation Priorities
  7. Effects of Team-Based Learning on Self-Regulated Online Learning
  8. Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical
  9. The Experience of Nursing Students Who Make Mistakes in Clinical
  10. Identification of the Learning Styles and “On-the-Job” Learning Methods Implemented by Nurses for Promoting Their Professional Knowledge and Skills
  11. Orientation, Evaluation, and Integration of Part-Time Nursing Faculty
  12. Perceptions of Clinical Stress in Baccalaureate Nursing Students
  13. The Flipped Classroom: Fertile Ground for Nursing Education Research
  14. Student Engagement: A Principle-Based Concept Analysis
  15. Assessment of High-Stakes Testing, Hopeful Thinking, and Goal Orientation among Baccalaureate Nursing Students
  16. Partners in Research: Developing a Model for Undergraduate Faculty-Student Collaboration
  17. Nursing Students Achieving Community Health Competencies through Undergraduate Clinical Experiences: A Gap Analysis
  18. Student Perceptions of Quality and Safety Competencies
  19. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part I. Impact on Students’ Career Resilience
  20. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation
  21. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part III. Impact on Faculty’s Career Satisfaction and Confidence in Providing Student Career Coaching
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