Nurse Faculty Perceptions of Simulation Use in Nursing Education

Abstract

In this study nursing faculty perceptions of the implementation of simulation in schools of nursing across Ontario, Canada, were explored using the Q-methodology technique. Following Q-methodology guidelines, 104 statements were collected from faculty and students with exposure to simulation to determine the concourse (what people say about the issue). The statements were classified into six domains, including teaching and learning, access/reach, communication, technical features, technology set-up and training, and comfort/ease of use with technology. They were then refined into 43 final statements for the Q-sample. Next, 28 faculty from 17 nursing schools participated in the Q-sorting process. A by-person factor analysis of the Q-sort was conducted to identify groups of participants with similar viewpoints. Results revealed four major viewpoints held by faculty including: (a) Positive Enthusiasts, (b) Traditionalists, (c) Help Seekers, and (d) Supporters. In conclusion, simulation was perceived to be an important element in nursing education. Overall, there was a belief that clinical simulation requires (a) additional support in terms of the time required to engage in teaching using this modality, (b) additional human resources to support its use, and (c) other types of support such as a repository of clinical simulations to reduce the time from development of a scenario to implementation. Few negative voices were heard. It was evident that with correct support (human resources) and training, many faculty members would embrace clinical simulation because it could support and enhance nursing education.

“Negotiating, Navigating, and Networking”: Three Strategies Used by Nursing Leaders to Shape the Adoption and Incorporation of Simulation into Nursing Curricula—A Grounded Theory Study

“…This is a significant finding from this study that adds to the literature on simulation. To date, much of the literature about the uptake of simulation into nursing curricula has focused on the attitudes and beliefs of faculty members [21] and the aspects that nursing faculty consider when making decisions about whether to incorporate simulation [22]. This study, on the other hand, suggests that faculty attitudes and beliefs about simulation as a teaching strategy may not be the only consideration which can facilitate or impede the adoption and incorporation of simulation.…”

Viewpoints about collaboration between primary care and public health in Canada

“…It is used to identify unique viewpoints, as well as commonly shared views on a research topic and is particularly useful in exploring human perceptions and interpersonal relationships [21]. This methodology has been used in many health-related research areas including the evaluation of job satisfaction of nurses [22], clinical decision making [23], educational program [24], and simulation use in nursing education [25]. …”

Organizational Culture Shapes the Adoption and Incorporation of Simulation into Nursing Curricula: A Grounded Theory Study

“…Although simulation has been used in nursing education programs since the early nineteen hundreds [7, 8], advances in the technological capabilities and the types of simulator equipment available today reinforce the notion of simulation being viewed by nursing faculty as a new teaching strategy. Additionally, there have been inconsistent levels of adoption and incorporation of simulation among individual nurse educators and across nursing programs [9]. Individual factors such as faculty members' attitudes and perceptions of simulation have been studied [10–12], but there is a gap in the literature related to how organizational culture shapes and contributes to attitudes, perceptions, and behaviors that impact the adoption and incorporation of simulation into nursing curricula.…”

“…Akhtar-Danesh and colleagues [9] conducted a q-methodology study in Canada of nursing faculty members' perceptions related to the adoption and integration of simulation. Benefits included aligning with students' positive perceptions about the use of simulation as a valuable teaching strategy, but challenges were identified about the usefulness and practicality of simulation in undergraduate education.…”