Exploring Student and Faculty Perceptions of Clinical Simulation: A Q-Sort Study

Landeen, Janet; Pierazzo, Joanna; Akhtar–Danesh, Noori; Baxter, Pamela; Eijk, Sylvia van; Evers, Courtney

doi:10.3928/01484834-20150814-02

Cited by 30 publications

(31 citation statements)

References 37 publications

(38 reference statements)

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“…An important characteristic of the Q methodology is that different people with different backgrounds can be surveyed using the same Q sample (Boffa & Pawola, ). This was identified in our research, where the same Q sample was applied to patients and nurses (Gardner et al., ; Ho & Gross, ) or teachers and students (Killam, Montgomery, Luhanga, Adamic, & Carter, ; Landeen et al., ) or between nurses and other professional groups (Backhaus, van Exel, & Bont, ; Valaitis, Akhtar‐Danesh, Eva, Levinson, & Wainman, ). The Q methodology can be applied to adults (Harvey, Good, Mason, & Reissland, ; Ho & Gross, ), teenagers (Jedeloo et al., ; Snethen, Broome, Bartels, & Warady, ), or children (Santos & Schor, ).…”

Section: Discussionmentioning

confidence: 98%

The Adequacy of the Q Methodology for Clinical Validation of Nursing Diagnoses Related to Subjective Foci

MSc

Caldeira

2016

Int J of Nursing Knowl

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Este método tem sido utilizado na pesquisa em enfermagem relacionada com conceitos subjetivos e inclui em simultâneo uma vertente qualitativa e quantitativa. CONCLUSÕES: A metodologia Q parece ser uma opção metodológica adequada para a validação clínica de diagnósticos de enfermagem. IMPLICAÇÕES PARA A PRÁTICA: A utilização da metodologia Q na validação clínica de diagnósticos de enfermagem relacionados com focos subjetivos pode melhorar o nível e evidência e facilitar o raciocínio clínico dos enfermeiros, ao providenciar indicadores clínicos também necessários ao desenvolvimento de intervenções efetivas.

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Section: Discussionmentioning

confidence: 98%

The Adequacy of the Q Methodology for Clinical Validation of Nursing Diagnoses Related to Subjective Foci

MSc

Caldeira

2016

Int J of Nursing Knowl

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“…The size varies, but for the authors who created the method, the gold standard is a group formed by 40 to 60 participants (Watts & Stenner, 2012). Of the studies gathered in our review, 54% had between 40 and 60 participants (Akhtar-Danesh et al, 2009;Ha, 2014Ha, , 2016Landeen et al 2015;Miller et al 1998;Paige & Morin, 2015a, 2015b, 30.8% had 20 to 39 participants (Baxter et al, 2009; Petit dit Dariel et al, 2013;Valaitis et al, 2007;Yeun et al, 2014), and 15% had more than 100 participants (Coogan et al, 2005;Roberts et al, 2018).…”

Section: Description Of Q Methods In the Studiesmentioning

confidence: 98%

“…Concerning the construction of the Q sample, Q set, or Q statements, the authors used several techniques, such as interviews with the target audience in 30.8% of the studies (Ha, 2016;Miller et al 1998;Paige & Morin, 2015a;Petit dit Dariel et al, 2013;Yeun et al, 2014), gathering of literature in 38.5% (Baxter et al, 2009;Ha, 2016;Petit dit Dariel et al, 2013;Roberts et al, 2018;Yeun et al, 2014), focus groups in 23.1% (Akhtar-Danesh et al, 2009;Coogan et al, 2005;Landeen et al, 2015), questionnaires in 23.1% (Baxter et al, 2009;Paige & Morin, 2015b;Valaitis et al, 2007), assessment by experts in 30.8% (Ha, 2014;Landeen et al, 2015;Paige & Morin, 2015b;Roberts et al, 2018), and Q set used in previous studies in 30.8% of the articles (Coogan et al, 2005;Ha, 2014;Landeen et al 2015;Paige & Morin, 2015b;Roberts et al, 2018). The Q sample items represent the sample size instead of the quantitative representation with the number of people participating in the study.…”

Section: Description Of Q Methods In the Studiesmentioning

confidence: 99%

Q method in research on health professions education and digital technologies: a systematic review

Sampaio

Ferreira

Baldoni

et al. 2021

RSD

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Q method, a mixed methods research approach, is used to explore points of view and attitudes towards a specific phenomenon from subjective human perspectives. There has been an increase in the use of digital technologies in education and it has become necessary to investigate the difficulties and facilities of health professionals and students in order to improve the use of such technologies for teaching and learning. We aimed to identify and evaluate studies that employed Q method to investigate the use of digital technologies in Health Professions Education. To achieve this, a systematic review was conducted according to the PRISMA Statement Guidelines. The selection of articles was based on the search strategy (("Q-sort" OR "Q-methodology" OR "Q-technique")) AND (("Teaching") OR ("Learning")). Of the 1,398 articles found, 13 were selected in accordance with the adopted inclusion criteria. The articles successfully applied Q method to health issues, which expands its application possibilities and provides a contribution to mixed methods research. Another contribution is the use of the Mixed Methods Appraisal Tool in this type of review. In view of the pressing need for education changes, using mixed methods research, particularly Q method, to investigate teaching culture and practice, can successfully support the renewal of Health Professions Education.

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“…Educators with strong positive attitudes towards SBE are aware that students need to be supported during simulation-based learning. This makes students more comfortable and promotes their learning (Landeen et al 2015). Readiness for culture change, according to Landeen et al (2015, 489), can be ensured by deploying faculty members with positive attitudes towards SBE.…”

Section: Readiness For Culture Changementioning

confidence: 99%

Nursing Education Institutions’ Readiness to Fully Implement Simulation-Based Education in Lesotho

Moabi

Mtshali

2021

AJNM

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The use of simulation learning in competency-based nursing education programmes is gaining momentum in an effort to ensure competency among graduates. Nursing education institutions are using various simulation methods, such as low, medium, and high fidelity. Simulation laboratories need to be manned by qualified personnel and the management of the institutions need to create an enabling environment for the implementation of simulation-based education. In Lesotho, nursing education institutions use improvised equipment and supplies, malfunctioning mannequins are not fixed timeously, and simulation laboratories are manned by educators who also conduct demonstrations and do student follow-ups in clinical areas. The aim of the study was to assess the readiness of the four private nursing education institutions in Lesotho to implement simulation-based education and to describe facilitators of and barriers to implementing simulation-based education. A quantitative, descriptive design was used, employing the Simulation Culture Organisational Readiness Survey questionnaire, with 63 nurse educators from the private nursing education institutions. Data were analysed using the Statistical Package for the Social Sciences version 27. Pearson’s Chi-square was used to assess the relationship between the variables of interest and frequency distribution was used to assess the distribution of responses. The results show that the institutions are moderately ready to implement simulation-based education (readiness score 134.2 to 136.8). Factors related to administration, management, and human resources have a major influence on institutions’ readiness. It is therefore concluded that management should motivate nurse educators to implement simulation-based education and also put policies in place in support of this.

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Exploring Student and Faculty Perceptions of Clinical Simulation: A Q-Sort Study

Cited by 30 publications

References 37 publications

The Adequacy of the Q Methodology for Clinical Validation of Nursing Diagnoses Related to Subjective Foci

The Adequacy of the Q Methodology for Clinical Validation of Nursing Diagnoses Related to Subjective Foci

Q method in research on health professions education and digital technologies: a systematic review

Nursing Education Institutions’ Readiness to Fully Implement Simulation-Based Education in Lesotho

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