1 University of Ontario Institute of Technology (CANADA)
2 Durham College (CANADA)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Page: 1859 (abstract only)
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
Use of simulation as a teaching-learning approach by health care educators is becoming increasingly popular, with most rapid uptake seen in disciplines such as nursing, medicine, pharmacy, and dentistry. Typically, the benefits of simulated learning experiences point to increased safety, enhanced critical thinking and clinical judgment, and improved assessment of clinical skills (Bearnson & Wiker, 2005). In a systematic review of the literature related specifically to high-fidelity simulation, Harder (2010) points out that the acquisition of simulation equipment often occurs outside of the development of a vision for simulation use.

In a study of nurse faculty perceptions of simulation use in Ontario, Canada, researchers identified the need for:
a) enhanced support in terms of time to engage in simulation for teaching-learning,
b) additional human resources to support its use, and
c) other types of resources such as a repository of clinical simulations (Akhtar-Danesh, Baxter, Valaitis, Stanyon, & Sproul, 2009).

This presentation provides an overview of the conceptual framework developed by the University of Ontario Institute of Technology-Durham College Collaborative Nursing Program for integration of simulation as a teaching-learning-evaluation methodology across the curriculum. Through the re-visioning of simulation as an extension of experiential learning modalities, the pedagogy of simulated learning, rather than the technology of simulation, takes centre stage. Within this conceptualization, simulation pedagogy is viewed as an essential teaching skill for all nursing faculty, with application of low, medium, and high fidelity simulated learning opportunities applied across a broad range of theory and practicum courses. Rather than being relegated to high-tech lab settings, simulation in teaching-learning and evaluation is moved into mainstream nursing education with applicability across the entire curriculum through this focus. This shift represents in some respects a demystification of simulation approaches, strengthening theory-practice connections and creating opportunities for faculty uptake at multiple points across the nursing curriculum. Discussion of philosophical and practical issues associated with this approach, including resourcing, will be presented. Faculty perceptions and learning to date will be summarized.

[1] Akhtar-Danesh, N., Baxter, P., Valaitis, R.K., Stanyon, W., & Sproul, S. (2009). Nurse faculty perceptions of simulation use in nursing education. Western Journal of Nursing Research, 21(3), 312-329.
[2] Bearnson, C.S., & Wiker, K.M. (2005). Human patient simulator: A new face in baccalaureate nursing education at Brigham Young University. Journal of Nursing Education, 44, 421-425.
[3] Harder, B.N. (2010). Use of simulation in teaching and learning in health sciences: A systematic review. Journal of Nursing Education, 23(1), 23-28.
Simulation, educational innovation, nursing.