Challenges regarding patient safety, limited clinical instruction time, and competitive clinical placements are factors that continue to contribute to the growing interest in the use of simulation in nursing education programs across the nation (Kaddoura, 2010). While there is an abundance of literature supporting the use of high-fidelity simulation in baccalaureate and associate degree registered nurse programs, there is limited literature addressing the effects of its use in practical nursing programs. The overarching question for this study is: What is the relationship between high-fidelity simulation and perceived efficacy as it relates to practical nursing education? Building upon this premise, the relationship between the following subscales comprising high-fidelity simulation were examined: knowledge, clinical judgment, and technical skills. Practical nursing students’ perceptions of benefits and challenges related to participation in high-fidelity simulation were studied along with their perceptions of self and collective efficacy. These culminated with the faculty focus groups feedback regarding practical nursing students’ progression from novice toward advanced beginner.
|Advisor:||Olivier, Dianne F.|
|Commitee:||Fossey, Richard, Griggs, Dana|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-B 80/08(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education|
|Keywords:||Collective efficacy, Education, Nursing, Practical nursing, Self-efficacy, Simulation|
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