Background: Simulation learning has become a widely accepted and valuable methodology within nursing education. This study assessed whether student and faculty perceptions regarding simulation learning have changed since curricular integration of simulation activities within an undergraduate nursing program. Method: Q-methodology was used to identify unique and similar perspectives of 12 faculty and 21 students. Participants completed a brief demographic questionnaire and sorted statements related to beliefs about simulation-based learning. Results: Faculty perceptions were captured within one viewpoint-positive enthusiasts. Three student viewpoints were identifi ed: challenge seekers, realistic embracers, and support seekers. Both students and faculty believed that simulation improved critical thinking. Conclusion: The fi ndings suggest that faculty should be aware of the range of student perceptions and tailor their teaching approaches accordingly to maximize student learning. [J Nurs Educ. 2015;54(9):485-491.]

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Simulation based learning in nursing education provides learners with opportunities to practice real-life experiences. Enhancing the education of nurse practitioners (NPs) with simulation based teaching and learning strategies has not been well investigated. There is limited evidence related to learning outcomes and the use of high fidelity simulation or standardized patients. In an Ontario Primary Health Care Nurse Practitioner (PHCNP) Program, the use of a multi-model simulation learning activity was piloted with a group of NP learners. The learning activity consisted of three scenarios, each representing typical conditions seen in primary health care across the lifespan. Each scenario was carefully developed with consideration of curriculum goals, use of simulation technology or standardized patients, and the role of faculty facilitators. Learners worked in pairs as a team to complete a focused history and physical examination, formulate a diagnosis, and develop a plan of care or action for the patients. Following each of the three scenarios, the learner teams received focused feedback on their performance. A guided group reflection was conducted following the learning activity. The feedback from the learners was positive, with a recommendation to include similar learning opportunities earlier in the NP curriculum. The learners valued the active learning process, including peer collaboration and group debriefing. Although the findings from this pilot included a small group of learners, there are valuable considerations for nursing faculty teaching in NP programs with a primary health care focus.

The concept of high functioning healthcare teams is complex and competencies have been developed primarily from aviation. High-functioning healthcare teams, including those formed in an ad-hoc manner, are crucial to positive patient outcomes. Social capital theory identifies structural, cognitive and relational dimensions involved in the formation of trusting, cohesive relationships. Theories of social capital can be used to advise the development of interprofessional simulation-based education. Interprofessional simulation-based education curricula development must focus on the social sciences if it is to promote strong, healthy team relationships. Simulation-based education should take place in learning environments that promote the development of social capital between team members, especially where teams are formed ad hoc.

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