Factors influencing nurse academics’ adoption of simulation in their teaching practice and implications for clinical supervisors


Miller and Bull (2013) undertook a study to explore the influences on nurse academics’ attitudes and choices about using simulation in their teaching practice. This study comprised of semi-structured interviews with 7 academic staff members. A cross comparative approach was used, including validation of the findings through a peer or expert checking process. From analysis, three themes emerged.  These were simulation as a separate entity, getting political and academic adaptation. Simulation as a separate entity was divided into those who viewed simulation as new and exciting and others who had already used low fidelity forms in their teaching previously. There was some doubt indicated by some participants about whether simulation would remain as a teaching tool or was currently fashionable and its use would decline again in the future.

The second theme about getting political was developed from participants comments relating to funds expended on simulation; the pressure to include it in the curriculum and compete with other organisations for leading learning and teaching in the area. The lack of appropriateness and un-critical approach to inclusion in some units was raised. The third theme academic adaption raised issues of logistics challenges and increased surveillance from students and peers. The authors discuss these themes utilising Rogers diffusion of innovations theory (1995).

The implications of these findings for clinical supervisors include the comparison of the realism in simulation to clinical or professional experience. The difference is that during clinical experience it is that it is learning in real time, whereas in a simulation environment the activity can be stopped or repeated and is more controlled. Therefore clinical supervisors are required to be flexible, adaptable and need to know when to step in or stand back to enable students’ to learn without putting a patient or client ‘at risk’. In simulation the level of risk is minimised because it does not include human beings. Other findings raise the issue of work readiness of students and the role simulation can play in enabling preparation for practice in a safe environment.  The authors note for that simulation to be used skilfully and appropriately within the curriculum there is a need for both learners and teachers to be able to trial and play with the equipment. Additionally, enabling teachers to ‘play’ can increase motivation and ‘attachment’ to the equipment that can be utlised to encourage creative use of the simulation setting.

The authors conclude by suggesting a critical approach needs to be undertaken when considering the use of simulation based technology within curricula. Additionally, Miller and Bull (2013) state that there needs to be a shared understanding of what simulation achieves to ensure compatibility of the teaching modality, educational objectives and learning outcomes.

If you have any comments about the use of simulation, how it augments learning or preparation for work readiness please post them here.

Comments

This post doesn't have any comments

Leave a Comment

 




  Back to all posts