Overcoming Reluctance towards High Fidelity Simulation - A Mutual Challenge for Nursing Students’ and Faculty Teachers

Häggström, Marie; Bäckström, Britt; Vestling, Irene; Hallin, Karin; Segevall, Cecilia; Kristiansen, Lisbeth

doi:10.5539/gjhs.v9n7p127

Cited by 1 publication

(2 citation statements)

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“…The main objective of nursing education is to guide student nurses towards clinical competence. [1,2] Student nurses need clinical exposure to gain experience and confidence to perform clinical tasks. In the private sector, clinical exposure has proven to be a challenge due to insufficient clinical placements and learning opportunities.…”

Section: Researchmentioning

confidence: 99%

“…The challenge experienced with clinical exposure and limited learning opportunities contributes to student nurses' lack of confidence when performing clinical tasks, consequently creating an 'unsafe' environment for them and for the patient. [1,2] Nurse educators have explored different ways to help student nurses become competent practitioners. Simulation training (an active, collaborative learning method) was added to the traditional models of learning in an attempt to enhance cognitive learning and improve clinical skills towards competence [3] as learning shifts away from passive, receptive and content driven, to active and dynamic and requires reflexivity.…”

Section: Researchmentioning

confidence: 99%

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High-fidelity simulation: A practice model for nurse educators at a South African private higher education institution

Powell¹

2022

Afr J Health Prof Educ

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Background. The clinical skills development of student nurses is one of many challenges facing nursing education owing to a lack of available clinical placements and learning opportunities. Simulation training as an optional teaching-learning method creates an environment where clinical skills are developed and students are prepared for the nursing profession. The successful implementation of high-fidelity simulation (HFS) strategies as part of the nursing curricula requires nurse educators to have knowledge and skills. At the South African private higher education institution (SAPHEI) where the research for this study was done, it became evident that nurse educators do not have the required knowledge, skills or support to implement HFS. The absence of evidence in the literature of a practice model for a SAPHEI to facilitate the implementation of HFS reveals a gap in the practice base of nursing education. Objective. To develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS.Methods. The researcher used a theory-generative research design. The study was conducted in two phases, with two steps in each phase, to address four objectives in all.Results. Phase 1 identified and described the main and related concepts. A resulting conceptual framework was used for the development of the practice model. Phase 2 addressed the relational meaning of the main and related concepts, as well as the construction of the practice model through theory synthesis.Conclusion. The main aim of this research study was to develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS as part of the clinical skills development of student nurses. The practice model offers a schematic outline that represents HFS as a teaching-learning method. The importance of the outline lies therein that it specifies the context and situations in which the model is useful.

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Section: Researchmentioning

confidence: 99%

Section: Researchmentioning

confidence: 99%