There is a shortage of nursing faculty adequately prepared in the use of simulation technology. The purpose of this qualitative case study was to examine nursing faculty’s experiences and perceptions regarding faculty development related to simulation technology. Benner’s model of skill acquisition and Kolb’s theory of experiential learning were the conceptual frameworks used to support the study. Research questions addressed the experiences and perceptions of faculty development and the improvement of nursing skills in simulation-based activities. Data were collected through semistructured interviews with 7 educators who had taught using simulation technology. Data analysis included organizing the data and reading it multiple times; developing codes, categories, and themes; and interpreting the study findings. All participants stated that they were pleased with their opportunities for faculty growth and development; however, they were concerned about the lack of formal simulation training. A white paper was designed for this project study. It was created for faculty members and senior nursing leadership to enhance their faculty development program regarding simulation training. It includes a set of recommendations based on the participants’ responses. This study’s results impact social change by serving as a model for faculty development programs and improving nursing graduates’ preparedness to provide competent, safe care for the patients they serve.
|Commitee:||Englesberg, Paul, VanGelder, Leslie|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Nursing, Health education|
|Keywords:||Experiential learning, Faculty development, High-fidelity simulation, Simulation, Simulation technology, Skill acquisition|
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