Date of Award

2017

Document Type

Thesis

Degree Name

Master of Science in Nursing (MSN)

Department

Nursing

Thesis Committee Chairperson

Josette Brodhead, PhD, MSN, RN, CNE

Second Reader

Julie Woodworth, PhD, MSN, RN, CNE

Keywords

high fidelity simulation, nurse educators, barriers, facilitators

Abstract

High fidelity simulation (HFS) can transform the undergraduate student nurse learning. Learning in simulation, which allows learning to take place in context, is a concept at the frontline of contemporary education. Therefore, it is critical to incorporate HFS wisely in nursing education. The aim of the current study is to determine the barriers and facilitators experienced by nurse educators as they integrate HFS into the curriculum. The study utilized a qualitative action research design with four nurse educator participants. Data were collected through semistructured interviews and interpreted using the content analysis method. The theoretical framework guiding the study was Benner’s novice-to-expert framework. The barriers that were discovered included: financial barriers, technological issues, inadequate resources, and the lack of experience of nurse educators. On the other hand, the facilitators that were found included: developing faculty capabilities, integrating practice and teaching seamlessly, and availability of resources. Using this information, an action plan was created to help overcome identified barriers. This research will benefit nurse administrators and educators who are seeking to incorporate HFS into the nursing curriculum. In addition, this study provides some suggestions that will help to overcome identified barriers.

Included in

Nursing Commons

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