Survey of outcomes in a faculty development program on simulation pedagogy

Although many nursing programs use simulation as a teaching‐learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions u...

Full description

Saved in:
Bibliographic Details
Published in:Nursing & health sciences 2016-06, Vol.18 (2), p.210-215
Main Authors: Roh, Young Sook, Kim, Mi Kang, Tangkawanich, Thitiarpha
Format: Article
Language:English
Subjects:
Adult
Attitudes
Clinical Competence - standards
Curriculum - standards
faculty development
Faculty, Nursing - psychology
Humans
Learning
Middle Aged
Nursing
Nursing education
Outcome Assessment (Health Care) - methods
patient simulation
Pedagogy
Perceived control
Professional development
Professors
Program Development - methods
Program Evaluation - methods
Retrospective Studies
Simulation
Simulation Training - methods
Simulation Training - standards
Surveys and Questionnaires
Teaching
Thailand
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Although many nursing programs use simulation as a teaching‐learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre‐course and post‐course design. Sixteen Thai participants completed a two‐day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self‐perceived learning about simulation teaching showed significant post‐course improvement. On a five‐point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post‐course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation‐based learning domain.
ISSN:1441-0745
1442-2018
DOI:10.1111/nhs.12254