Simulation in Advanced Practice Nursing Programs: A North-American Survey

Nye, Carla; Campbell, Suzanne; Hébert, Susan Henley; Short, Candice; Thomas, Marie H.

doi:10.1016/j.ecns.2018.09.005

Cited by 43 publications

(32 citation statements)

References 28 publications

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“…Focus group questions were initially developed during data analysis of a previous study ( Nye et al, 2019 ). The drafted interview questions were reviewed by qualitative research experts, and pilot tested with simulation experts and APN faculty to refine the questions for clarity and specificity.…”

Section: Focus Group Question Developmentmentioning

confidence: 99%

“…JID: ECSN [mECSN;September 12, 2021;4:48 ] The themes that arose from the focus group data were analyzed through the lens of APN simulation as a disruptive innovation. Simulation is widely used in APN education, but many APN educators struggle with being able to use simulation due to a variety of barriers ( Nye et al, 2019 ). Simulation has been accepted as a valid method of teaching and evaluating undergraduate nursing clinical performance ( Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014 ).…”

Section: Article In Pressmentioning

confidence: 99%

“…At a 2013 NONPF conference, 54% of APN faculty participants said they used high-fidelity simulation, and 69% integrated simulation as a component of their clinical experiences ( National Organization of Nurse Practitioner Faculty NONPF, 2013 ). Additionally, in a recent descriptive survey of APN educators, 98% of APN programs (n = 133) integrated simulation in their curriculum ( Nye, Campbell, Fancher, Short, & Thomas, 2019 ). Loss or decreased availability of clinical placement due to COVID has heightened the use of simulation to provide consistent clinical experiences ( Carolan, Davies, Crookes, McGhee, & Roxburgh, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…There is clear evidence that simulation is incorporated into APN education; however, the faculty experience when using simulation to teach APN students is unknown. During analysis of qualitative data from a previous study ( Nye et al, 2019 ), it became apparent contextual issues required further exploration related to faculty training, resource availability, and administrative support for APN simulation. The purpose of this qualitative study is to explore the faculty experience of providing simulation in APN programs.…”

Section: Introductionmentioning

confidence: 99%

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Simulation as a Disruptive Innovation in Advanced Practice Nursing Programs: A Report from a Qualitative Examination

Campbell

Nye

Hébert

et al. 2021

Clinical Simulation in Nursing

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Simulation as a pedagogy is used extensively to educate healthcare professionals in both academic and clinical arenas with the intent to improve the delivery of care and patient outcomes. Advanced practice nursing (APN) programs use simulation as a pedagogy even though APN accreditation and certification organizations prohibit substituting simulation hours for the minimum 500 clinical hours. The purpose of this qualitative study was to explore faculty perceptions of educating APN students using simulation. Focus groups were conducted with a convenience sample of APN simulation faculty. Disruptive innovation theory was used by the researchers to guide the data analysis. Themes emerging during analysis included: 1) extrinsic tension and pressure in the midst of chaos, 2) internal vulnerability, and 3) passion and tenacity to remain resilient. The study results provide clarity to understand integration of APN simulation in the current environment, and introduce the impact of simulation as a disruptive innovation.

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Section: Focus Group Question Developmentmentioning

confidence: 99%

Section: Article In Pressmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Simulation as a Disruptive Innovation in Advanced Practice Nursing Programs: A Report from a Qualitative Examination

Campbell

Nye

Hébert

et al. 2021

Clinical Simulation in Nursing

Self Cite

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“…Clinical simulations target experiential learning through representations of realistic clinical scenarios. Although widely used in medicine and nursing (Howley et al, 2008;Nye et al, 2019), this form of pedagogy is less common in other health-related professional programs such as speechlanguage pathology (SLP) and audiology (Jansen, 2015). Much available evidence supports the benefits of simulations in clinical training (e.g., Bradley, 2006;Jansen, 2015).…”

Section: Clinical Simulations and Standardized Patientsmentioning

confidence: 99%

Original Interprofessional Simulations to Train Students in CSD and Related Health Professions in Team-Based Health Care

Eichorn

Zarn

Moncrieff

et al. 2020

Communication Disorders Quarterly

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Students in health professions receive extensive training across the scope of practice within their profession; however, most lack experience in performing clinical functions as a member of a coordinated health care team. We describe outcomes of a quasi-experimental study that used simulations to target interprofessional practice competencies. Simulations incorporated clinical knowledge from five professions, and used standardized patients to provide students with a low-stakes opportunity to apply knowledge and skills. Students observed one simulation and participated in another. Post-simulation quantitative and qualitative data were collected by having students, faculty, and standardized patients rate collaboration and decision-making skills for each interprofessional team. Results indicate differences in ratings based on simulation round and rater group. Findings highlight the need for focused training in the use of clear and empathic communication by interprofessional teams. Results also demonstrate the value of feedback from standardized patients who can provide important perspectives regarding the quality of clinical interactions.

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A survey of knowledge and practice of simulation among health tutors in selected health training institutions

Alhassan,

Diebieri,

Anliengmene

et al. 2023

Nursing Open

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AimThe aim of the study was to describe the knowledge and practice of simulation among health tutors with a view to promoting the use of simulation in health training institutions in the Northern and Upper East Regions of Ghana.DesignThe study was quantitative research that utilized a descriptive cross‐sectional survey to describe the knowledge and practice of simulation in teaching.MethodsA structured questionnaire was used to collect data from 138 health tutors who were enumerated through the census for the study. The return rate was 87%, representing 120 health tutors who finally completed the study. The data were presented by means of descriptive statistics.ResultsThe findings of the study revealed that few participants had adequate knowledge of simulation. The study also found that a slight majority of the participants practiced simulation in teaching. The study further found that there was a positive correlation between health tutors' knowledge and the practice of simulation. Indicating that an increase in the health tutors' knowledge of simulation is associated with an increase in their practice of simulation.

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Simulation in Advanced Practice Nursing Programs: A North-American Survey

Cited by 43 publications

References 28 publications

Simulation as a Disruptive Innovation in Advanced Practice Nursing Programs: A Report from a Qualitative Examination

Simulation as a Disruptive Innovation in Advanced Practice Nursing Programs: A Report from a Qualitative Examination

Original Interprofessional Simulations to Train Students in CSD and Related Health Professions in Team-Based Health Care

A survey of knowledge and practice of simulation among health tutors in selected health training institutions

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