Integration of Simulation Across the Undergraduate Curriculum: Student and Faculty Perspectives

Abstract 

Background

High-fidelity human simulation provides an innovative teaching method for nursing students. Faculty members face challenges related to the integration of this method of teaching within a curriculum.

Method

The purpose of this study was to implement and integrate the use of high-fidelity human simulation as a teaching and active learning strategy throughout the undergraduate nursing curriculum and evaluate the student and faculty perceptions related to this instructional technology. Kolb's experiential learning theory and Jeffries's Nursing Education Simulation Framework provided the framework for this research project. Creative methods for implementation of simulation in various courses are described. A mixed-methods (survey and focus group) research design was used to measure student and faculty perceptions of this process. Following the simulation experience, students (N = 151) completed the simulation evaluation survey, and faculty (N = 6) participated in focus groups to provide insight into the experience.

Results/Conclusions

Student responses related to the experience were overwhelmingly positive, and while faculty agreed that the use of simulation was beneficial to the achievement of learning objectives, many challenges related to the use of the technology were experienced. This study supports the use of simulation in an undergraduate nursing curriculum and offers suggestions for faculty faced with implementing simulation.

Keywords: human patient simulators, high-fidelity human simulation, nursing education research, student perspective, faculty perspective, nursing education, simulation implementation, simulation program development