Simulation: An active learning pedagogy for an undergraduate nursing leadership course

Abstract

Background Interpretive pedagogy with simulation encourages students to consider multiple perspectives contextually leading students to think deeper in a shared learning environment. Problem Clinical sites were lacking in a senior nursing leadership and management course and necessitated the adaptation of traditional clinical teaching methodologies. Approach Low‐fidelity simulation was used as an active learning strategy to fulfill clinical hours. Outcomes Comparing student groups' pretest mean scores were not significant (p = .610; 95% confidence interval [CI] [−0.95, 0.12]). Comparatively, the student groups' posttest scores ranging between 87% and 90%, respectively, were also not statistical significance (p = .136, 95% CI [−0.95, 0.12]). Conclusion Students were positive about their experience. They appreciated the opportunity to practice what they learned in the classroom in a safe environment. As a result, simulation in a senior nursing leadership course can be successfully used as an alternative to traditional clinical experiences and fulfill clinical hour requirements.

Training Based on Simulation Pedagogy: Evaluation of Participants’ Satisfaction with the First National Forum on Simulation in Nursing in Morocco

“…In addition, 13.5% of the participants expressed the wish to increase the time allocated to the "Master Class" training workshop. In this regard, studies have shown that simulation has the power to change the landscape of nursing practice and has many uses in nursing care [17,18]. New applications include basic and continuing education, nursing leadership, advanced practice, interprofessional education, and professional development [17][18][19].…”

“…In this regard, studies have shown that simulation has the power to change the landscape of nursing practice and has many uses in nursing care [17,18]. New applications include basic and continuing education, nursing leadership, advanced practice, interprofessional education, and professional development [17][18][19]. Simulation has become an increasingly accepted practice in educational programs in clinical settings [18].…”