History of Simulation

Baily, Lance

doi:10.1007/978-3-030-15378-6_1

Cited by 2 publications

(1 citation statement)

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“…If there are not enough rooms, some planned activities may fail, hence it is important for the NEIs to improve simulation infrastructure. The simulation infrastructure must have various simulation rooms to accommodate manikins and 10–20 students at a time, and the size of each room can be 300–450 sf 2 with storeroom, bathrooms, control office and audio-visual infrastructure (Baily 2020 :14; Dodson, Adam & Stone 2017 :33; Ross 2012 :27). The simulation rooms will be used by the facilitators when they demonstrate patient care on the mannikins, students will practice and do return demonstrations in the simulation rooms and assessment will be also carried out in those simulation rooms.…”

Section: Discussionmentioning

confidence: 99%

Nurse educators and student nurses’ perspectives on ways to improve implementation of simulation-based education in Lesotho

Moabi

Mtshali

2022

Curationis

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Background: In order to ensure an effective health system, there is a need to recruit, train and deploy a competent nursing workforce. A competent workforce can be made possible by integrating simulation into the curriculum. Implementation of simulation-based education in Lesotho is facing a number of challenges as the country has limited resources.Objectives: This study aimed to describe nurse educators and students’ perspectives on ways to improve implementation of simulation-based education in Lesotho.Method: A qualitative study was conducted. A total of 24 students, 24 nurse educators and 4 principals who were purposely selected participated in the study. Focus group discussions as one of the data collection methods were used to collect data from the nurse educators and students whilst in-depth, unstructured individual interviews were used with the principals. Data were analysed following the Corbin and Strauss grounded theory approach where similar codes were categorised together as part of open coding, and axial coding was conducted by refining the codes and organising them into categories and subcategories.Results: Two categories emerged from the areas where improvement is required: resources to support simulation. Resources emerged as playing a major role in ensuring quality simulation. The teaching and learning process emerged as collaborative in nature with all key players ensuring that they meet their responsibilities in order to ensure effective simulation-based learning.Conclusion: The study revealed that there are limited numbers of simulation facilitators and this hinders effective implementation of simulation. Students are concerned about the comments of educators during simulation, as some of the comments are belittling.

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Section: Discussionmentioning

confidence: 99%