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Purpose: The purpose of this study is to determine why there still appears to be resitance from educators to integrating simulation into their curricula. As part of the National League of Nursing Simulation leadership programme we questioned why there was this lack of curricular integration and developed a step wise approach for simulation integration.
Methods: Ethics approval was obtained from the participating Nursing Education Instituions prior to the study commencing. A web based survey was created based on what the literature indicates as possible reasons for limited integration of simulation. The survey was piloted, the aim was to establish educator’s views of curricular placement of simulation, including their current uses of simulation, and their thoughts on what common concepts could be included in simulation. Their perceived barriers to curricular integration were also explored using either focus groups or semi structured interviews and open ended questions.
Results: The total sample of respondents was 126 (N=126), 39% of the participants who responded to the survey were novice simulation educators. The barriers to simulation integration were identified as a lack of training and support for the educators.
The reason for wanting to develop simulation in their teaching methods was too improve the learners nursing skills (35%) and the competition for clinical places (33%). Of the total responders 41% stated that they would like to work with a simulation team and (58%) a simulation coordinator to assist them with integration of simulation into their curriculum.
The common themes that were identified by the respondents and could be embedded in all simulation scenarios were the following: Communication skills, patient safety, the nurses scope of practice, understanding diverse cultures, and translating evidence into practice.
Conclusion: Initially this group identified commonalities between seven different nursing education programs reviewed. While this collaboration was the first to create an international comparison table it reinforced the global aspects to educating nursing students. However the question remained of how best to integrate simulation in to the curriculum.
Based on the survey results we identified a step-wise method that begins developing a simulation integration plan where a simulation team would be identified through their interest in using simulation, a course would be selected that would be used to develop their knowledge and simulation skills, as well as scenario development. On-going support and review and evaluation would be essential for the success of this approach for curricula integration.