Do you want to play? Factors influencing nurse academics' adoption of simulation in their teaching practices

Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper

“…Simulation based education requires substantial capital and investment which develops considerable pressure to then use it (Miller and Bull, 2013). This may lead to premature utilisation of equipment without fully understanding its potential or to evaluate its effectiveness.…”

“…Many Universities have developed simulation centres that represent actual ward areas (Berragan, 2011) and purchased simulators that respond realistically using advanced computer technology which have contributed to recent interest within nurse education. Other reasons may include the increasing expectation that higher education institutions mirror clinical practice agencies commitment to provide high quality patient care in a safe environment (Miller and Bull, 2013). To ensure students receive strategies that compliment traditional education with actual patients, educators strive to replicate practice as closely as possible becoming receptive to the possibilities simulation may offer including technology that attempts to replicate clinical situations through increasing fidelity.…”

“…To ensure students receive strategies that compliment traditional education with actual patients, educators strive to replicate practice as closely as possible becoming receptive to the possibilities simulation may offer including technology that attempts to replicate clinical situations through increasing fidelity. Despite the well documented use and perceived benefits of simulation in nursing, little evidence exists regarding how nurse academics regard the use of simulation as a teaching strategy (Miller and Bull, 2013). Parker and Myrick (2009) identifying a lack of research into a pedagogy or educational philosophy to guide the technology-based learning tool of high-fidelity simulation.…”

The Importance of a Simulation Laboratory in the Development of a Medical Faculty

“…1 These developments have enabled the proliferation of simulation applications, which are used commonly for increasing skills in medical personnel education as being a dependable educational method. 2 Thus, it is necessary to establish laboratory environments which enable students' active participation in the learning process and where technical equipments and installation are found by which the students can practice patient care and these also enable simulation education to be given. 3,4 For this purpose, a simulation laboratory has been established at Ankara Yildirim Beyazit University Medical Faculty Deaconship and Lecture Halls building in March 2017.…”

A study to evaluate the introduction of simulation as a teaching strategy for the mental health and learning disability fields of nursing in an undergraduate nursing curriculum within one higher education institution in the UK

“…Miller and Bull explain that, coupled with this challenge, the increasing expectation from service providers means that higher education institutions must mirror the commitment to providing high quality patient care in a safe environment. [10] The NMC Simulation and Practice Learning project [11] findings confirmed that simulation, within the pre-registration nursing curriculum in the United Kingdom (UK), may be used in support of providing direct care in clinical settings. Further recommendations, following publication of the NMC Standards for pre-registration nursing education in 2010, have called for an introduction of clinical skills teaching earlier in undergraduate programmes and an increase in the use of clinical simulation centres to promote interpersonal and practice skills, directly employing simulation learning strategies.…”