Poster Presentation
Friday, 21 July 2006
10:00 AM - 10:30 AM
Friday, 21 July 2006
3:00 PM - 3:30 PM
Promoting Knowledge and Collaboration Through the Use of Simulation in Nursing Education Research
Reba Moyer Childress, MSN, FNP, National League for Nursing & Laerdal National Simulation Team Member (Project Director, Dr. Pam Jefferies-Indiana University), University of Virginia School of Nursing, Charlottesville, VA, USA
| Learning Objective #1: identify one (1) teaching strategy that can be used to facilitate collaborative, student learning. |
| Learning Objective #2: identify at least one (1) educational practice embedded in a simulation teaching method.
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Purpose: This educational endeavor is part of a three-year, multi-site research grant supported by National League for Nursing & Laerdal Corporation. This pilot study was implemented to test simulation design characteristics and educational practices embedded in the National Simulation Model (NSM) that was developed for the national simulation study. The NSM is an eclectic theoretical framework based on three learning theories: Constructivist, Learner-Centered, and Socio-Cultural Learning. The participants completed various educational and simulation design tools to measure the validity and reliability for the use of the model in the national simulation research project. Methods: A convenience sample, 64 nursing and 12 medical students, took part in the “Mock Code” segment of the nursing school course, and voluntarily completed study instruments. Results: Factor analyses with varimax rotation were performed using the items from the Educational Practices and Simulation Design scales, and Cronbach’s alpha was used to measure reliability of the instruments. The Educational Practices Instrument (18 items) yielded a Cronbach alpha of .92 at the UVa site (Overall Cronbach alpha = .92), and the Simulation Design Instruments (22 items) yielded a Chronbach alpha of .92 (Overall Chronbach alpha = .95). From the UVa data results, important simulation design features to include in an ‘ideal’ simulation included provision of information or objectives and provision of feedback and cues. Three educational practices embedded in the UVa simulation included collaboration, feedback, and teacher interaction. Regarding best practices, the UVa simulation yielded collaboration and feedback/debriefing as most important to the students. Implications: The variables collaboration, feedback, debriefing, cues, and teacher/student interaction were noted as important to the participants, support inclusion in the proposed Simulation Model, and facilitates students’ learning. Providing adequate time for the actual simulation and for debriefing are important when developing a simulation project for education.
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See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)