High Fidelity Patient Silicone Simulation: A qualitative evaluation of nursing students’ experiences

Reid‐Searl, Kerry; Happell, Brenda; Vieth, Lea; Eaton, Anne

doi:10.1016/j.colegn.2011.09.003

Cited by 60 publications

(49 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They appreciated the benefits of being able to simulate rare scenarios, teaching problem-solving skills and improving student confidence. [4] There is a need to support this motivation and willingness through formally training educators, which can potentially promote HFS use and destigmatise the educators' experiences and perceptions of not using or improperly using HFS. [5,7,13] Training will capacitate educators to use HFS strategically and to maximise its benefits in teaching.…”

Section: Discussionmentioning

confidence: 99%

“…[3] Current evidence shows that the use of HFS in nurse training institutions has been met with mixed reactions, which has impacted on the use of HFS at these institutions. [4] In cases where HFS has been well received and effectively used, it has resulted in improved learning of clinical skills. [5] It therefore stands to reason that an institution that introduces HFS will benefit from establishing its acceptability among educators.…”

Section: Researchmentioning

confidence: 99%

“…The experiences are shaped by constructs, such as planning for simulation, training on how to use simulation, the availability of resources and motivation for using simu lation. [4] Educators' experiences of using HFS influence their perceptions and adoption of HFS in teaching. [4] Adoption of HFS as pedagogy for clinical skills without carefully planning for its use creates a negative perception among educators.…”

Section: Constructs Shaping Experiences and Perceptionsmentioning

confidence: 99%

“…[4] Educators' experiences of using HFS influence their perceptions and adoption of HFS in teaching. [4] Adoption of HFS as pedagogy for clinical skills without carefully planning for its use creates a negative perception among educators. [10,11] Issenberg et al [10] contend that HFS is complex, and for effective use it requires excellent planning and organisational contextualisation.…”

Section: Constructs Shaping Experiences and Perceptionsmentioning

confidence: 99%

See 3 more Smart Citations

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Munangatire¹,

Naidoo²

2017

AJHPE

View full text Add to dashboard Cite

Background. Simulations are defined as situations where models are used for practice and to gain experience that will enhance students' practical skills. The use of simulations in clinical skills training can stimulate deep learning and help students to bridge the gap between theory and practice in nursing. This has been revealed in many studies where simulations positively impacted on clinical decision-making and patient care, and there has been great interest in the use of simulation in nurse training. However, the introduction of technologically driven simulators, especially in resourceconstrained settings, has been met with mixed feelings. Objective. To explore the perceptions and experiences of nurse educators in using high-fidelity simulation (HFS) in teaching. Methods. A qualitative case study design was utilised. Seven educators at a school of nursing, which has HFS, participated in a focus group discussion. Data were thematically analysed. Results. Four themes emerged from the educators' experiences and perceptions. The use and benefits of HFS were generally accepted by educators. They valued its positive impact on learning outcomes in learners and the ability to simulate more complex scenarios during training. Lack of prior planning, inadequate training and lack of resources impacted negatively on the effective use and implementation of HFS. Conclusion. The results indicated that nurse educators perceived HFS as a learning pedagogy that can improve students' learning outcomes if used effectively. They believed that to realise the potential of HFS, more support should be provided through training, the availability of necessary resources, and improved planning and organisation. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Researchmentioning

confidence: 99%

Section: Constructs Shaping Experiences and Perceptionsmentioning

confidence: 99%

Section: Constructs Shaping Experiences and Perceptionsmentioning

confidence: 99%

See 2 more Smart Citations

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Munangatire¹,

Naidoo²

2017

AJHPE

View full text Add to dashboard Cite

show abstract

“…Training clinical skills is a crucial part of the nursing curriculum. Lack of training may lead to anxiety, worry, and speculation about professional nursing competence (Reid-Searl, Happell, Vieth, & Eaton, 2012). There is a need for a variety of teaching methods to facilitate students´ learning regarding the ability to correctly perform clinical judgments (Gates, Parr, & Hughen, 2012), even though a study of showed that a majority of the nursing students modelled a flexible learning style.…”

Section: Introductionmentioning

confidence: 99%

Overcoming Reluctance towards High Fidelity Simulation - A Mutual Challenge for Nursing Students’ and Faculty Teachers

Häggström¹,

Bäckström²,

Vestling³

et al. 2017

GJHS

View full text Add to dashboard Cite

Background: One strategy to develop nursing students' clinical judgment are the use of high-fidelity patient simulation (HFS). The aim of the study was twofold. Firstly, the aim of this study was to describe the nursing students' experiences while participating in HFS, and secondly to describe faculty teachers' reflections about nursing students' need in HFS and the related teaching challenges.Method: Data was collected in focus group discussions and individual interviews, analyzed using thematic qualitative content analysis. Findings:The nursing students' experienced HFS as being thrown into an uncertain, exposure situation. This were for some, reason for reluctance. The teachers challenge was motivating and coaching the students throughout a demanding teaching situation.Discussion: Students' ability to perform in HFS is influenced by self-perceived efficacy, own attitudes and responsibility for one's learning, which are a challenge for the teachers. Conclusion:HFS methodology can be useful to identify gaps and strengths in students' professional transition towards becoming registered nurses. Overcoming reluctance towards HFS is a mutual challenge for faculty teachers and nursing students. By entering the scenario with a positive mindset, nursing students can improve their ability to perform clinical judgments.

show abstract

An evaluation of advanced simulation in nursing: A mixed-method study

Chiang

Chan

2014

Collegian

View full text Add to dashboard Cite

High Fidelity Patient Silicone Simulation: A qualitative evaluation of nursing students’ experiences

Cited by 60 publications

References 33 publications

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Overcoming Reluctance towards High Fidelity Simulation - A Mutual Challenge for Nursing Students’ and Faculty Teachers

An evaluation of advanced simulation in nursing: A mixed-method study

Contact Info

Product

Resources

About