Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/149697
Type:
Presentation
Title:
Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education
Abstract:
Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Ferguson, Karen, RN, MHSc (N)
P.I. Institution Name:The University of Western Ontario
Title:Lecturer, Chair Undergraduate Programs
Co-Authors:Barbara Sinclair, RN, BScN, MScN
[Scientific session research presentation] Simulations are increasingly being applied as a teaching strategy in a variety of clinical disciplines (Goldenberg, Andrusyszyn, & Iwasiw, 2005, Jeffries, Rew & Cramer, 2002). There is evidence reported in the literature that didactic knowledge is more fully integrated when applied through simulation experiences prior to direct clinical application (Clark, Owen & Tholcken, 2004; Goldenberg, Andrusyszyn, & Iwasiw, 2005, Jeffries, 2005). Hence, a simulated clinical learning environment would allow an extended opportunity for students to apply and integrate the learning obtained through content introduced in the classroom. Further to that, self-efficacy theory predicts that students will improve the transfer of new knowledge to clinical practice if they feel competent. Simulated learning would allow students to develop a higher level of self-efficacy regarding the complex cognitive and technical knowledge required in current clinical practice settings (Clark et al, 2004; Goldenberg et al, 2005, Jefferies et al, 2002).  Finally, this educative approach will also encourage reflection as an important element in learning. Today's professional nurse is expected to integrate reflective thinking into practice (Canadian Nurses' Association, 2004).  The simulated learning environment allows teacher and student to reflect ?in action? to solve each clinical problem as it unfolds. A pilot project, using an exploratory descriptive design, at The University of Western Ontario in London, Ontario Canada is providing second year nursing students an opportunity to engage in simulation scenarios based on real-life clinical situations. Students complete a pre/post survey to assess self-efficacy for clinical practice and a satisfaction tool, which includes a self-reflection report. The conceptual framework for the pre/post survey is based on Bandura's (1977, 1986) Self-Efficacy theory. The study includes a control group of year 2 nursing students enrolled in the identical course at a partner College.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleIntegrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Educationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/149697-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Ferguson, Karen, RN, MHSc (N)</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">The University of Western Ontario</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer, Chair Undergraduate Programs</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kfergus9@uwo.ca</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Barbara Sinclair, RN, BScN, MScN</td></tr><tr><td colspan="2" class="item-abstract">[Scientific session research presentation] Simulations are increasingly being applied as a teaching strategy in a variety of clinical disciplines (Goldenberg, Andrusyszyn, &amp; Iwasiw, 2005, Jeffries, Rew &amp; Cramer, 2002).&nbsp;There is evidence reported in the literature that didactic knowledge is more fully integrated when applied through simulation experiences prior to direct clinical application (Clark, Owen &amp; Tholcken, 2004; Goldenberg, Andrusyszyn, &amp; Iwasiw, 2005, Jeffries, 2005).&nbsp;Hence, a simulated clinical learning environment would allow an extended opportunity for students to apply and integrate the learning obtained through content introduced in the classroom. Further to that, self-efficacy theory predicts that students will improve the transfer of new knowledge to clinical practice if they feel competent. Simulated learning would allow students to develop a higher level of self-efficacy regarding the complex cognitive and technical knowledge required in current clinical practice settings (Clark et al, 2004; Goldenberg et al, 2005, Jefferies et al, 2002).&nbsp; Finally, this educative approach will also encourage reflection as an important element in learning.&nbsp;Today's professional nurse is expected to integrate reflective thinking into practice (Canadian Nurses' Association, 2004).&nbsp; The simulated learning environment allows teacher and student to reflect ?in action? to solve each clinical problem as it unfolds. A pilot project, using an exploratory descriptive design, at The University of Western Ontario in London, Ontario Canada is providing second year nursing students an opportunity to engage in simulation scenarios based on real-life clinical situations. Students complete a pre/post survey to assess self-efficacy for clinical practice and a satisfaction tool, which includes a self-reflection report.&nbsp;The conceptual framework for the pre/post survey is based on Bandura's (1977, 1986) Self-Efficacy theory. The study includes a control group of year 2 nursing students enrolled in the identical course at a partner College.</td></tr></table>en_GB
dc.date.available2011-10-26T10:07:39Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:07:39Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.