Simulation Methodology in Nursing Education and Adult Learning Theory

Rutherford-Hemming, Tonya

doi:10.1177/1045159512452848

Cited by 88 publications

(46 citation statements)

References 35 publications

(35 reference statements)

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“…The need to rectify this obvious gap and to ensure higher order learning must have been instrumental in designing and using multiple teaching methods by educators in higher learning institutions (Coe et al, 2014;Cordingley et al, 2015;Ko & Sammons, 2013;Paolini, 2015). acknowledged the significance of efficient learning methodologies in nursing and medical education (Armstrong & Rispel, 2015;Rutherford-Hemming, 2012). Nurse educators are not born knowing how to teach, as such, becoming effective at teaching requires special knowledge and skills (Clark, 2008).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

Lateef¹,

Mhlongo²

2019

GJHS

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Background: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria. Methodology:A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. Results:The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. Conclusions:The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.

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Section: Introductionmentioning

confidence: 99%

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

Lateef¹,

Mhlongo²

2019

GJHS

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“…In this study, the three-step approach to numeracy instruction that was implemented aligned with social cognitive theory and constructivist theory (Burke & Mancuso, 2012;Rutherford-Hemming, 2012). These learning theories have been noted as particularly useful when engaging in simulation and practice-based learning and are linked to self-efficacy (Burke & Mancuso, 2012;Rutherford-Hemming, 2012).…”

Section: Discussionmentioning

confidence: 99%

The influence of mathematics self‐efficacy on numeracy performance in first‐year nursing students: A quasi‐experimental study

Gregory

Villarosa

Ramjan

et al. 2019

Journal of Clinical Nursing

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Aim and objectives To examine the factors that influence nursing students’ mathematics self‐efficacy, the effect of numeracy instruction on self‐efficacy, and the association between self‐efficacy and numeracy test performance. Background Medication administration errors, including administering incorrect dosages or infusion rates, can result in serious harm to patients. Hence, it is essential that nursing students are adequately prepared with the necessary numeracy skills during their nursing program. Design This quasi‐experimental cohort study used a pre‐ and post‐test survey design. The study complied with the STROBE checklist for cohort research. Methods In total, n = 715 undergraduate first year nursing students participated in the study from June to October 2017 at a single multi‐campus university in the Western Sydney region of Australia. Data were collected at three time‐points: (a) baseline, including assessing pre‐instruction mathematics self‐efficacy (NSE‐Math scale); (b) 6‐week follow‐up; including assessing post‐instruction mathematics self‐efficacy; and (c) numeracy test performance was collected at 7‐week follow‐up. Findings At baseline, those with high NSE‐Math scale scores were more likely to be male and have at least high school advanced mathematics level education. Following structured numeracy instruction, NSE‐Math scale scores increased significantly, and those who obtained a satisfactory grade in their numeracy assessment were more likely to have high NSE‐Math scale scores and high academic performance in the previous semester. Conclusion The study shows that structured numeracy instruction improved mathematics self‐efficacy, which in turn influenced numeracy test performance. Relevance to clinical practice Using a structured medication numeracy pedagogical approach, to teach skills in nursing undergraduate programs, provides students with the foundations to improve mathematics self‐efficacy and to be successful and safe with medication numeracy calculations and administration in clinical practice.

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“…medical, flight, military, agricultural, engineering) for many decades (Issenberg et al 1999). A well-known problem with hands-on simulations is that they are not well conceptualised from the perspective of learning theories, resulting in teacher interventions and actions that are not always consistent with a learning theory (Bradley and Postlethwaite 2003;Rutherford-Hemming 2012;Schiavenato 2009). Thereby, the 'traditional' assumptions behind simulations are mainly based on didactic-approaches such as learning by doing and learning from feedback for procedural and technical skills development (Cunningham 1984) within a completely teacher-provided structure.…”

Section: Journal Of Vocational Education and Training 463mentioning

confidence: 99%

Characteristics of hands-on simulations with added value for innovative secondary and higher vocational education

Khaled

Gulikers

Biemans

et al. 2014

Journal of Vocational Education & Training

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The intentions with which hands-on simulations are used in vocational education are not always clear. Also, pedagogical-didactic approaches in hands-on simulations are not well conceptualised from a learning theory perspective. This makes it difficult to pinpoint the added value that hands-on simulations can have in an innovative vocational curriculum that not only aims at developing technical and procedural skills, but also at developing competencies and professional identity. This paper introduces a more explicit conceptual discussion regarding the opportunities for using hands-on simulations in innovative curricula. A systematic literature review aimed at positioning hands-on simulations in relation to other work-related contexts, based on their learning environment characteristics and outcomes, shows that certain constructivist characteristics and outcomes are underexposed in empirical research about simulations. The results of an additional in-depth analysis of literature specifically focusing on two fundamental characteristics of constructive vocational learning (i.e. authenticity and increasing students' ownership) propose ideas about how hands-on simulations can have added value to innovative curricula. This paper concludes with concrete strategies for designing and implementing hands-on simulations from the social constructive learning theory with the aim of stimulating not only technical and procedural skills, but also competencies and professional identity.

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Simulation Methodology in Nursing Education and Adult Learning Theory

Cited by 88 publications

References 35 publications

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

The influence of mathematics self‐efficacy on numeracy performance in first‐year nursing students: A quasi‐experimental study

Characteristics of hands-on simulations with added value for innovative secondary and higher vocational education

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