Informing effective simulation pedagogy in nursing education

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Title: Informing effective simulation pedagogy in nursing education
Author/Artist: Barnard, Sherry Louise
Date: 2016
Abstract/Description: Simulation methods are now widely used in nursing education programs. Several studies have been conducted that examine the effect of simulation on student outcomes of learning (Alinier, Hunt, Gordon, & Harwood, 2006; Arnold, Johnson, Tucker, Malec, Hendrickson & Dunn, 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 NLN. This case study offers an opportunity to understand simulation methods in one nursing site in a rural New England state. 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. (Author abstract)
Subject: nursing
higher education
health education
critical thinking
high fidelity simulators
learning outcomes
Citation Link:
APA Citation: Barnard, S.L. (2016). Informing effective simulation pedagogy in Nursing Education. Retrieved from
Advisor: Paddack, Megan
Committee Member: Charron, Nancy
Martindill, Cynthia

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