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

  • Author / Creator
    Smitten, Jayne
  • 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.

  • Subjects / Keywords
  • Graduation date
    2013-11
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R3HH5K
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Faculty of Nursing
  • Supervisor / co-supervisor and their department(s)
    • Dr. Florence Myrick, Professor, Associate Dean Teaching and Learning (Nursing)
  • Examining committee members and their departments
    • Dr. Carroll Iwasiw (Health Sciences, University of Western Ontario)
    • Dr. Joanne Olson (Nursing)
    • Dr. Pauline Paul (Nursing)
    • Dr. Joanne Profetto-McGrath (Nursing)
    • Dr. Katy Campbell (Extension)
    • Dr. Beverly Williams (Nursing)