Baccalaureate Student Perceptions of Integrating Simulation as a Teaching Strategy in an Acute and Critical Care Nursing Course

Abstract 

Background

This article describes the context and student perceptions of integrating simulation into the baccalaureate acute and critical care nursing course.

Method

A total of 209 teaching evaluation tools completed by senior students from 2007 to 2010 were analyzed retrospectively.

Results

The response agreement on specific items was high; in addition, the effectiveness of simulation as a teaching strategy was elaborated by three themes that emerged from students’ comments: (a) More simulation experience is needed, (b) simulation should be introduced early in the program, and (c) simulation is a great way to learn.

Conclusion

Simulation is an effective teaching strategy that can be successfully integrated throughout the baccalaureate nursing curriculum.

KeyWords: acute and critical care, baccalaureate program, nursing education, simulation