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Date of Award
Master of Science in Nursing (MSN)
Thesis Committee Chairperson
Josette Brodhead, PhD, MSN, RN, CNE
Julie Woodworth, PhD, MSN, RN, CNE
high fidelity simulation, nurse educators, barriers, facilitators
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.
Alshahrani, Sahar R., "What are the Barriers and Facilitators to Integrating High Fidelity Simulation into the Nursing Curriculum?" (2017). Nursing Master's Theses. 16.