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Instructor comfort level in high-fidelity simulation
B Nicole Harder1, Carolyn J M Ross, Pauline Paul
1Simulation Learning Centre, Faculty of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba, Canada R3T 2N2.
Nurse Education Today
|October 3, 2012
Summary
Instructor comfort in high-fidelity simulation (HFS) is crucial. Their confidence directly impacts student learning outcomes in simulated nursing education environments.
Area of Science:
- Nursing Education
- Simulation-Based Learning
- Qualitative Research
Background:
- The use of simulation in nursing education has grown substantially.
- However, the instructor's experience facilitating these simulations remains under-researched.
- This study explores instructor comfort levels in high-fidelity simulation (HFS).
Purpose of the Study:
- To investigate the lived experiences of nursing instructors facilitating high-fidelity simulation.
- To understand the factors influencing instructor comfort during simulated clinical experiences.
Main Methods:
- A focused ethnography was employed, involving participant observation and field notes.
- Data collection included two focus groups with 20 instructors and individual interviews with two instructors.
- Data analysis involved coding and thematic sorting of instructor experiences.
Main Results:
- Instructors reported varying levels of comfort facilitating high-fidelity simulation.
- Instructors' perceptions of their comfort influenced their beliefs about its impact on student learning.
- Experience as a clinical instructor was less than five years for most participants, despite extensive nursing experience.
Conclusions:
- Instructor comfort and self-efficacy in HFS are perceived to significantly influence student learning.
- Facilitator's actions and confidence directly impact the effectiveness of simulated nursing education.
- Further research into instructor training and support for HFS is warranted.
