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Reevaluating simulation in nursing education: beyond the human patient simulator
1University of Rochester, School of Nursing, Rochester, NY 14642, USA. martin_schiavenato@urmc.rochester.edu
The Journal of Nursing Education
|July 29, 2009
Summary
High-fidelity mannequins dominate nursing education simulation, but this view is too narrow. A broader definition and theoretical basis are needed for effective simulation in nursing practice.
Area of Science:
- Nursing Education
- Medical Simulation
Background:
- High-fidelity mannequins are widely equated with simulation in nursing education.
- This equates simulation solely with advanced technology, overlooking other methods.
Purpose of the Study:
- To challenge the narrow definition of simulation in nursing education.
- To propose a broader conceptualization and ideological basis for simulation.
- To advocate for theoretical grounding to enhance simulation's application.
Main Methods:
- Historical context review.
- Evaluation of current simulation applications in nursing.
- Conceptual analysis of simulation definitions.
Main Results:
- The current understanding of simulation in nursing is limited and restrictive.
- A broader definition and conceptualization of simulation are necessary.
- An ideological basis and theoretical framework are currently lacking.
Conclusions:
- Rethinking simulation's definition is crucial for nursing education.
- A theoretical foundation is essential for the proper and effective use of simulation.
- Simulation in nursing requires a more inclusive and theoretically grounded approach.
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