Informing effective simulation pedagogy in nursing education

dc.contributor.advisorPaddack, Megan
dc.contributor.authorBarnard, Sherry Louise
dc.contributor.committeeMemberCharron, Nancy
dc.contributor.committeeMemberMartindill, Cynthia
dc.date.accessioned2016-04-11T14:03:29Z
dc.date.available2016-04-11T14:03:29Z
dc.date.copyright2016
dc.date.issued2016
dc.description.abstractSimulation 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.bibliographicCitationBarnard, S.L. (2016). Informing effective simulation pedagogy in Nursing Education. Retrieved from http://academicarchive.snhu.eduen_US
dc.description.programEducational Leadershipen_US
dc.description.schoolSchool of Educationen_US
dc.digSpecsPDF/A-1ben_US
dc.format.extent1728108 bytesen_US
dc.format.mediaTypeapplication/pdfen_US
dc.identifier.urihttps://hdl.handle.net/10474/2922
dc.language.isoen_USen_US
dc.publisherSouthern New Hampshire Universityen_US
dc.relation.requiresAdobe Acrobat Readeren_US
dc.rightsAuthor retains all ownership rights. Further reproduction in violation of copyright is prohibiteden_US
dc.rightsHolderBarnard, Sherry Louise
dc.subject.lcshSouthern New Hampshire University -- Theses (Education)en_US
dc.subject.othernursingen_US
dc.subject.otherhigher educationen_US
dc.subject.otherhealth educationen_US
dc.subject.othercritical thinkingen_US
dc.subject.othercueingen_US
dc.subject.otherdebriefingen_US
dc.subject.otherhigh fidelity simulatorsen_US
dc.subject.otherlearning outcomesen_US
dc.subject.othersimulationen_US
dc.titleInforming effective simulation pedagogy in nursing educationen_US
dc.typeDissertationen_US
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