Informing effective simulation pedagogy in nursing education
dc.contributor.advisor | Paddack, Megan | |
dc.contributor.author | Barnard, Sherry Louise | |
dc.contributor.committeeMember | Charron, Nancy | |
dc.contributor.committeeMember | Martindill, Cynthia | |
dc.date.accessioned | 2016-04-11T14:03:29Z | |
dc.date.available | 2016-04-11T14:03:29Z | |
dc.date.copyright | 2016 | |
dc.date.issued | 2016 | |
dc.description.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 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) | en_US |
dc.description.bibliographicCitation | Barnard, S.L. (2016). Informing effective simulation pedagogy in Nursing Education. Retrieved from http://academicarchive.snhu.edu | en_US |
dc.description.program | Educational Leadership | en_US |
dc.description.school | School of Education | en_US |
dc.digSpecs | PDF/A-1b | en_US |
dc.format.extent | 1728108 bytes | en_US |
dc.format.mediaType | application/pdf | en_US |
dc.identifier.uri | https://hdl.handle.net/10474/2922 | |
dc.language.iso | en_US | en_US |
dc.publisher | Southern New Hampshire University | en_US |
dc.relation.requires | Adobe Acrobat Reader | en_US |
dc.rights | Author retains all ownership rights. Further reproduction in violation of copyright is prohibited | en_US |
dc.rightsHolder | Barnard, Sherry Louise | |
dc.subject.lcsh | Southern New Hampshire University -- Theses (Education) | en_US |
dc.subject.other | nursing | en_US |
dc.subject.other | higher education | en_US |
dc.subject.other | health education | en_US |
dc.subject.other | critical thinking | en_US |
dc.subject.other | cueing | en_US |
dc.subject.other | debriefing | en_US |
dc.subject.other | high fidelity simulators | en_US |
dc.subject.other | learning outcomes | en_US |
dc.subject.other | simulation | en_US |
dc.title | Informing effective simulation pedagogy in nursing education | en_US |
dc.type | Dissertation | en_US |
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