| Negotiating the role of the professional nurse the pedagogy of simulation: a grounded theory study. | |
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MedLine Citation:
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PMID: 21925463 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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Simulation is the mainstay of laboratory education in health sciences, yet there is a void of pedagogy-the art and science of teaching. Nursing faculty does not have adequate evidence-based resources related to how students learn through simulation. The research questions that were addressed were as follows: (a) How do students learn using simulation? (b) What is the process of learning with simulations from the students' perspective? (c) What faculty teaching styles promote learning? and (d) How can faculty support students during simulation? Grounded theory methodology was used to explore how senior baccalaureate nursing students learn using simulation. Twenty-six students participated in this research study. Sixteen nursing students who completed two semesters of simulation courses volunteered for in-depth audio-taped interviews. In addition, there were two focus groups with five senior students in each group who validated findings and identified faculty teaching styles and supportive interventions. Negotiating the Role of the Professional Nurse was the core category, which included the following phases (I) feeling like an imposter, (II) trial and error, (III) taking it seriously, (IV) transference of skills and knowledge, and (V) professionalization. Faculty traits and teaching strategies for teaching with simulation were also identified. A conceptual model of the socialization process was developed to assist faculty in understanding the ways students learn with simulation and ways to facilitate their development. These findings provide a midrange theory for the pedagogy of simulation and will help faculty gain insight and help to assimilate into teaching-learning strategies. |
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Authors:
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Joni Walton; Elizabeth Chute; Lynda Ball |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Journal of professional nursing : official journal of the American Association of Colleges of Nursing Volume: 27 ISSN: 1532-8481 ISO Abbreviation: J Prof Nurs Publication Date: 2011 Sep-Oct |
Date Detail:
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Created Date: 2011-09-19 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 8511298 Medline TA: J Prof Nurs Country: United States |
Other Details:
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Languages: eng Pagination: 299-310 Citation Subset: IM; N |
Copyright Information:
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Published by Elsevier Inc. |
Affiliation:
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Associate Professor of Nursing, Carroll College, Helena, MT. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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