Instructor comfort level in high-fidelity simulation.

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.