Nurse faculty perceptions of simulation use in nursing education

Area of Science:

• Nursing Education
• Healthcare Simulation Technology

Background:

• Simulation is increasingly recognized as a key component in modern nursing education.
• Understanding faculty perceptions is crucial for successful implementation of new educational tools.

Purpose of the Study:

• To explore nursing faculty perceptions regarding the implementation of clinical simulation in Ontario nursing schools.
• To identify distinct viewpoints among faculty concerning simulation use.

Main Methods:

• Q-methodology was employed to collect and analyze faculty and student statements about simulation.
• A Q-sample of 43 statements was developed, and 28 faculty members participated in Q-sorting.
• By-person factor analysis identified faculty viewpoints.

Main Results:

• Four distinct faculty viewpoints emerged: Positive Enthusiasts, Traditionalists, Help Seekers, and Supporters.
• Faculty generally perceive simulation as important but require additional support.
• Key support needs include dedicated time, human resources, and a repository of simulation scenarios.

Conclusions:

• Clinical simulation is viewed as an essential element for enhancing nursing education.
• Addressing faculty needs for support and training can lead to broader adoption of simulation.
• With adequate resources, faculty are likely to embrace simulation to enrich nursing curricula.