Keywords
nursing education, simulation, learning, grounded theory
Abstract
Research has revealed the effectiveness of simulation for facilitating student development of self-efficacy, knowledge, clinical judgment, and proficiency in technical skills. This grounded theory study was conducted to describe the experience of nursing students in high-fidelity simulation and develop a model which explicates the experience of nursing students in simulation. Focus group interviews were conducted with three cohorts of students enrolled in a baccalaureate nursing program who experienced simulation four to twelve times per academic year. Five prominent themes emerged during analysis Emotional Processing; Anxiety; Making Connections; Fidelity; and Learning. The Simulation Learning Model – Student Experience (SLM-SE) was developed to illustrate the student’s multi-dimensional experience of learning through high-fidelity simulation. Findings from this study suggest that students are better equipped to learn through increasing confidence and experience, continued reflection-on action and enhanced peer-to-peer interaction. Recommendations for future research include developing strategies to optimize students’ experiences for learning in simulation.
Original Publication Citation
Najjar, R. H., Lyman, B., & Miehl, N. (2015). Nursing students’ experiences with high-fidelity simulation. International Journal of Nursing Education Scholarship, 12(1).
BYU ScholarsArchive Citation
Najjar, Rana Halabi; Lyman, Bret; and Miehl, Nick, "Nursing Students’ Experiences with High-Fidelity Simulation" (2015). Faculty Publications. 5064.
https://scholarsarchive.byu.edu/facpub/5064
Document Type
Peer-Reviewed Article
Publication Date
2015-03-19
Permanent URL
http://hdl.lib.byu.edu/1877/7835
Publisher
International Journal of Nursing Education Scholarship
Language
English
College
Nursing
Copyright Use Information
http://lib.byu.edu/about/copyright/
