Abstract

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.

Description

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.

Author Details

Sherry L. Barnard, EdD, MSN, APRN

Sigma Membership

Omega Mu at-Large

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Case Study/Series

Research Approach

Qualitative Research

Keywords:

Nursing Education, Simulation Learning, Judgmental Approach, Critical Thinking, Learning Outcomes

Advisor

Margaret Ford

Second Advisor

Megan Paddock

Third Advisor

Nancy Charron

Fourth Advisor

Cynthia Martindell

Degree

Doctoral-Other

Degree Grantor

Southern New Hampshire University

Degree Year

2016

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2021-12-21

Full Text of Presentation

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