Clinical simulation is a widely used teaching strategy that supports nursing educators in preparing students to meet the challenges of caring for the complex mix of patients in the health care system. The purpose of this qualitative study was to deepen understanding of senior level nursing students' learning experiences in simulation education, and specifically to understand their experiences in relation to the components and teaching strategies that could be improved through instruction. In-depth focus group interviews were used to answer the main research question: "How do nursing students describe their learning experiences using simulation as a teaching strategy?" The secondary questions were "How do nursing students describe their experiences that contributed to learning success in simulation?" and "How do nursing students describe their experiences that failed to contribute to learning success in simulation?" The data collected from this study identified five major themes from the primary and secondary research questions including debriefing, clinical decision making skills, role modeling, collaboration, and instructional goals and objectives. The broad conclusion from the study was that students supported the use of simulation, reporting that it enhanced their learning, and that it was an effective teaching strategy that provided a connection between theory and practice. Areas that participants identified as deficient in the simulation experiences involved lack of orientation and lack of clear goals and objectives related to specific simulation exercises. Participants in this qualitative study also offered ideas and suggestions for nurse educators on panning and implementing effective teaching strategies for nursing curricula that would be beneficial in simulation education.
|Commitee:||Akin-Palmer, Judy, Paxson Barker, Dorothy|
|School Location:||United States -- Minnesota|
|Source:||DAI-B 76/03(E), Dissertation Abstracts International|
|Keywords:||Clinical decision making skills, Debriefing, Learning theories, Role modeling, Simulation, Simulation teaching strategies|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be