Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers

Abstract

Background Although simulated teaching was introduced to China in the 1990s, it remains underused in nursing education. Determining how Chinese nurse educators feel about using simulation in their institutions is very important for faculty training and has the potential to influence simulation implementation. Method This cross-sectional descriptive study was undertaken to identify the nurse educators’ experiences in the use of simulation from various regions of China. One hundred and thirty-six nurse educators provided demographic data and information about simulation implementation within their institutions and explored the perceived barriers and benefits of simulation usage. Results The survey data shows that 108 participants have used simulation in their work, but less than 92 (67.6%) of the respondents had used this teaching strategy more than ten times in last year. The study identified four factors hindering nurse faculty from simulation adoption: (1) concerns with student readiness; (2) the need for faculty team-building for simulation teaching; (3) lack of adequate simulation resources; and (4) thoughtful integration of simulation into nursing curricula. Conclusions Study data suggest that faculty training programs for simulation should be based on the nurse educators’ training needs, including systematically designed training topics, and the provision of hands-on learning simulation activities with expert feedback to help nurse educators achieve the competencies required for effective simulation-based education.

Simulation as a teaching method for nursing education in healthcare-associated infection prevention and control in Asian countries: a qualitative study

“…The literature proposes that persistent deliberate practice is an efficient way to develop necessary simulation teaching skills [31]. Some researchers suggested that preferred strategies to develop simulation guidance competencies are observing skilled instructors' simulation teaching and understanding simulation through trial and error [32] and practicing simulation teaching in a safe and simulated educational environment with feedback from experienced simulation facilitators [13]. Some emphasize that an overall training program of SBS may promote the competencies of nursing educators [31].…”

“…Two universities in Vietnam and two universities in Cambodia including Haiduong Medical Technical University (HMTU), Namdinh University of Nursing (NDUN), International University [13], and Bolyno Institute (BNI) were chosen for this study following reasons: (1) all four universities participated the "capacitating Asia's Nursing students on innovative and sustainable prevention and control of healthcare-associated infections" project, (2) provided a nursing program for a bachelor's degree, and both counties are in Asia with similar cultures and politics.…”

Medical simulation as an educational tool in the opinion of nursing students

“…In addition, simulation can serve as a standardized method for students to become familiar with key clinical diagnoses and/or patient populations and an opportunity to assess the development of advanced nursing skills and clinical judgment [10]. In a study by Luo et al conducted among academic teachers 48.09% of respondents stated that there is a need to introduce medical simulation into the educational program, and 29.77% showed interest in using simulation--based teaching, 12.98% reported that they followed their institution's requirements [11].…”

“…W badaniu Luo i wsp. przeprowadzonym wśród nauczycieli akademickich 48,09% respon-dentów stwierdziło, że istnieje potrzeba wprowadzenia symulacji medycznej do programu kształcenia a 29,77% wykazało zainteresowanie wykorzystaniem nauczania opartego na symulacji, 12,98% podało, że postępuje zgodnie z wymaganiami swojej uczelni [11].…”

Program timun emas (tingkatkan imunitas balita melalui pemanfaatan empon-empon sebagai camilan sehat) di masa pandemi Covid-19

“…Metode demonstrasi telah menjadi semakin populer dalam pendidikan kesehatan karena salah satu cara yang efektif bagi peserta pelatihan untuk mendapatkan pengalaman yang nyata dalam memperagakan, mengembangkan dan meningkatkan suatu keterampilan. Hal ini juga bermanfaat untuk mengembangkan pemikiran metakognitif, meningkatkan kepercayaan diri dan kepuasan pada saat mendapatkan informasi baru (Luo et al, 2021). Gambaran pelaksanaan transfer keterampilan secara daring sebagaimana pada Gambar 3.…”