Abstract

The nursing profession has adopted high fidelity simulation (HFS) on the premise that it provides suitable opportunities for experiential learning in a non-threatening environment and it will improve clinical skills and critical thinking through repetition and reflective practice. Numerous quantitative studies have examined the effect of HFS on skill acquisition, critical thinking and teamwork, predominantly with experienced clinicians. The voice of the learner has been conspicuously absent in the discussion. The phenomenon of interest in this study was the experience of simulation for new graduate nurses. The participants were recruited using a purposive technique, and each underwent a comprehensive interview, with subsequent follow-up discussions. The van Manen method of hermeneutic phenomenology was used to describe the lived experiences of 13 new graduate nurses working in critical care and emergency departments who participated in HFS as part of an orientation program. Findings of this study identified four essential themes, from which a textual interpretive statement was crafted. The textual interpretive statement illuminates the meaning of simulation to the participants. Benner's From Novice to Expert theory was used to reflect on the experiences described in this study. The implications for nursing education and recommendations for future research are discussed.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10117745; ProQuest document ID: 1794656292. The author still retains copyright.

Author Details

Robert L. Kerner Jr., JD, EdD, RN, EMT-P, CHSE

Sigma Membership

Alpha Omega

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Phenomenology

Research Approach

Qualitative Research

Keywords:

High Fidelity Simulation, Critical Thinking, Nursing Education

Advisor

Keville Frederickson

Second Advisor

Kim Mendez

Third Advisor

Lyle Yorks

Degree

Doctoral-Other

Degree Grantor

Teachers College, Columbia 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

2023-08-08

Full Text of Presentation

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