Show simple item record

dc.contributor.advisorPetrucka, Pammla
dc.contributor.advisorLasiuk, Gerri
dc.creatorAbrook, Elaine Mary 1960-
dc.date.accessioned2019-05-10T17:27:19Z
dc.date.available2019-05-10T17:27:19Z
dc.date.created2018-12
dc.date.issued2019-05-10
dc.date.submittedDecember 2018
dc.identifier.urihttp://hdl.handle.net/10388/12090
dc.description.abstractThe clinical environment provides important learning opportunities for health care professions, especially nursing students. The clinical environment offers students a social learning experience not available in the classroom. Providing safe and competent patient care is a critical component of nursing education; however, approaches to preparing nursing students for practice remains relatively unchanged for the past 50 years (Gonzalez & Kardong-Edgren, 2017). Technological advances, increased imperatives for patient safety, and emphasis on evidence informed interventions means that traditional teaching strategies for preparing nursing students for clinical practice need to evolve to improve care outcomes while ensuring patient safety. High fidelity patient simulation (HFPS) is a teaching strategy increasingly used by nurse educators to provide students with opportunities to practice nursing care without risking patient injury. As in clinical education, debriefing and feedback are key elements in the development of clinical competence and mastery learning in HPFS (Taras & Everett, 2017). Many nursing programs have integrated HFPS into their curricula as a replacement or compliment to clinical practice with little research on the philosophical and pedagogical underpinnings (Harder, 2010; Schiavenato, 2009). This study used qualitative methodologies to explore the value of repeating the HFPS scenario after debriefing as a pedagogical strategy for maximizing students’ learning. Two focus groups consisting of second and fourth year undergraduate nursing students’ shared their perceptions on repeated the HFPS scenario after debriefing as a pedagogical strategy for learning. Drawing on Vygotsky’s (1978) Sociocultural Theory, Kolb’s (1984) Experiential Learning Cycle, and the National League for Nursing/Jeffries Simulation Model (2012) the findings revealed six (6) themes: developing competence, teamwork, cueing, anxiety, making mistakes, and feedback. Participants reported repeating the scenario reduced their anxiety and stress, while allowing them to focus on using critical thinking skills more effectively when providing patient care.
dc.format.mimetypeapplication/pdf
dc.subjectHigh fidelity patient simulation, nursing, education, clinical practice, technology, pedagogy
dc.titleStrengthening Clinical Knowledge: Repeating High Fidelity Patient Simulation
dc.typeThesis
dc.date.updated2019-05-10T17:27:19Z
thesis.degree.departmentNursing
thesis.degree.disciplineNursing
thesis.degree.grantorUniversity of Saskatchewan
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)
dc.type.materialtext
dc.contributor.committeeMemberBassendowski, Sandra
dc.contributor.committeeMemberHanson, John
dc.contributor.committeeMemberHoltslander, Lorraine
dc.contributor.committeeMemberPremkumar, Kalyani
dc.creator.orcid0000-0003-2857-9213


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record