USING MOBILE TECHNOLOGY TO ENGAGE STUDENTS IN THE DEVELOPMENTAL EVALUATION OF SIMULATION FACILITATION AND DEBRIEFING
Embargo until
2020-12-01
Date
2017-10-20
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Publisher
Johns Hopkins University
Abstract
Within the field of nursing education, high-fidelity simulation has become an established but evolving pedagogy that links theory to practice. Yet simulation is not a technique with which all instructors feel comfortable. As nursing education programs expand and need additional clinical placements and continue to accommodate adult learners and second-degree students, the use of experiential learning opportunities such as simulation are expected to increase. The shortage of nursing faculty and their relative age and experience mean that many nursing instructors teach using traditional didactic methods that do not resonate with contemporary learners. This study explored the long-term, positive effects of participating in the large, multisite National Council of State Boards of Nursing simulation study on the development of a simulation program within one school of nursing. Using students’ smartphones to provide developmental evaluative data on the quality of simulation and debriefing they receive proved to be a successful data-driven methodology to incorporate students’ feedback in adjustments to simulation protocol and planning for future faculty development in theory-based debriefing. Using simulation as a socially constructed learning strategy that encourages the students’ development of clinical judgment, socialization to the profession of nursing, and the marriage of theory and practice is also discussed.
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Keywords
simulation, nursing education, debriefing, facilitation, faculty development, developmental evaluation, student evaluation of teaching, student feedback