Although the use of high-fidelity patient simulation experiences in undergraduate nursing programs in the United States has significantly increased over the last 10 years, the use of simulation has not been widely adopted by nursing faculty and staff. While this resistance to using simulation is recognized within the nursing community, there is a dearth of empirical literature addressing the issue. Using a convenience sample of nursing faculty and staff members from a community college in the Midwest, participants were surveyed using an electronic measure developed and used with permission by King et al. (2008) to identify their attitudes, subjective norms, perceived behavioral control, and intent to use simulation. Based on survey results, an online simulation faculty development program was then developed to address the participants’ specific learning needs. To evaluate the effectiveness of the faculty development program, participants’ were administered pre- and post-intervention electronic surveys. The faculty development program was found to have a significant effect on the construct of attitude (p = .022). Similarly, attitude (β = 1.228, p = .003) was found to be the most important factor in explaining intent to use simulation as a teaching strategy. In addition to providing additional support for previous research by King et al., this study demonstrated the utility of incorporating Ajzen’s theory of planned behavior, Benner’s (1984) theory from novice to expert, and Jeffries’ (2005) nursing education framework into the foundation of a faculty development program on simulation.
|School:||Indiana Wesleyan University|
|School Location:||United States -- Indiana|
|Source:||DAI-B 78/11(E), Dissertation Abstracts International|
|Keywords:||Bachelor's of nursing students, Faculty development, Online education, Simulation|
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