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Evaluation methods used in simulation: A survey of faculty and student perceptions in an undergraduate nursing program.

Kelly, Susan (2015) Evaluation methods used in simulation: A survey of faculty and student perceptions in an undergraduate nursing program. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The history of using simulation in health care is directly related to evolving technology. For decades, nursing schools had always instructed students using static or low fidelity simulation. The pedagogical approach was to teach students the skills necessary to care for patients in the acute care setting. While an effective method of teaching, the introduction of new technology gave schools another pedagogical approach to teach students.
The complexity of training new nurses has led to schools of nursing incorporating various forms of high-fidelity simulation into the nursing curriculum. Students entering schools of nursing expect simulation to be utilized in the programs. However, the literature has found nursing faculty have a discomfort and a lack of knowledge with implementing simulation into the curricula.
The health care arena is changing and schools of nursing are faced with the challenges to effectively educate future nurses for a sophisticated workforce. Schools need to train nursing students to have the skills to critically think through complex situations. However, a larger corollary will be to have nursing faculty who are properly educated to initiate simulation and use it in the nursing programs.
The development of faculty to effectively utilize simulation has been documented in the literature. As a pedagogical approach, nursing faculty find that to incorporate simulation takes more time and preparation as opposed to traditional methods of teaching.
Nursing schools have obstacles to overcome if they want to effectively use simulation in their curricula. The need for valid and reliable instruments to evaluate students’ needs to be considered as simulation is embedded into the nursing curriculum. Training faculty on how to design and develop scenarios, properly evaluate student performance, and learn the technology will be imperative to have successful student outcomes.
The purpose of this study is to compare student and faculty perceptions of using simulation in an undergraduate nursing course. The findings will assist the researcher to develop an effective program to train nursing instructors in evaluating student outcomes using simulation.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKerr, Mary Margaretmmkerr@pitt.eduMMKERR
Committee MemberBickel, Williambickel@pitt.eduBICKEL
Committee MemberSutin, Stewartssutin@pitt.eduSSUTIN
Committee MemberZewe, Gretchenzewegr@pitt.eduZEWEGR
Date: 28 January 2015
Date Type: Publication
Defense Date: 17 October 2014
Approval Date: 28 January 2015
Submission Date: 17 November 2014
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 135
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: simulation, evaluation, nursing, faculty development, undergraduate, high-fidelity
Date Deposited: 28 Jan 2015 20:07
Last Modified: 15 Nov 2016 14:25


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