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Nurse Educators Preparing for the Use of High-fidelity Human Patient Simulation: A Process of Finding Their Way Open Access


Other title
Educational Technology
High-fidelity Human Patient Simulation
Nursing Education
Type of item
Degree grantor
University of Alberta
Author or creator
Smitten, Jayne
Supervisor and department
Dr. Florence Myrick, Professor, Associate Dean Teaching and Learning (Nursing)
Examining committee member and department
Dr. Katy Campbell (Extension)
Dr. Joanne Olson (Nursing)
Dr. Carroll Iwasiw (Health Sciences, University of Western Ontario)
Dr. Joanne Profetto-McGrath (Nursing)
Dr. Beverly Williams (Nursing)
Dr. Pauline Paul (Nursing)
Faculty of Nursing

Date accepted
Graduation date
Doctor of Philosophy
Degree level
Over the past decade in particular, high-fidelity simulation technology has been readily embraced and is increasingly expanding as an innovative approach to the teaching and learning process involved in preparing nursing students for the clinical setting. To date, there are no studies that specifically address the process concerning the preparation of nurse educators in the use of this novel approach. The purpose of this Glaserian grounded theory study was to explore the actual process involved in preparing nurse educators in the use of high-fidelity human patient simulation. The primary source of data emerged from interviewing 17 nurse simulation educators, all of whom taught in a university nursing program. Indicative of the Glaser’s rigorous, multi-method approach, data was also derived from 1) direct observation of three independent interactions between nurse educators and their students in the human patient simulation setting, 2) field notes and memoing, 3) researcher journaling, and 4) relevant secondary data. By constant comparative analysis of the data, the themes of muddling through, introspecting and questing to evoke and enrich emerged, reflecting the social psychological process nurse educators journeyed through in preparing for their teaching roles within the simulation environments. These themes, explicated from all the pertinent research data that was captured, generated the emergence of a core variable, Finding Their Way. The research findings provide implications and recommendations for the future educational preparatory efforts of nurse simulation educators. Firstly, consideration to the strategic development of well-thought out, formalized and personalized programs for nurse educators as they are Finding Their Way within the dynamic teaching and learning environments in simulation is requisite. The integration of SIMentorship strategies holds one potential solution conceived for building this capacity and support. Secondly, the establishment of the evaluation process, addressing best simulation teaching practices and nursing evaluation tools, also warrants further efforts. Finally, refinement in the preparation of nurse educators in the use of this evolving educational technology is necessary for future sustainability. It is imperative the role of clinical nursing simulation education be primary in advancing the development of critical thinking/reasoning, inter-professional team building and fostering leadership in the quest towards safe, competent patient care.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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