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Appears in:
Pages: 2579-2581
Publication year: 2014
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

SIMULATION IN UNDERGRADUATE EDUCATION: THE CANADIAN EXPERIENCE

L. Graham1, B. Harder2

1UOIT-Durham College (CANADA)
2University of Manitobia (CANADA)
The goal of undergraduate nursing education is to prepare the nursing student to enter the workforce as a competent practitioner. The registered nurse (RN) is required to have a depth and breadth of knowledge (CASN, 2011) in order to advance the Canadian healthcare agenda. It is well recognized that patient safety and positive patient outcomes are dependent on the educational preparation of the RN (CASN, 2011). Experiential learning is challenging nurse educators with increased patient acuity, a decline in available nursing units including specialty placements such as obstetrics or pediatrics, highly technological practice environments, learning interprofessional roles, lack of clinical instructors, and increased enrolment (Harder, 2010; Nehring, 2008; Smith et al. 2007; Williams, French & Brown, 2009). The aim of this study was to explore the current use of simulation for teaching and learning in undergraduate nursing programs in Canada.

This survey was sent to all Canadian schools of nursing (SON) identifying current membership to the Canadian Association of Schools of Nursing (CASN). There was a 44% response rate of (n=39). Qualitative data were collected using a 20 question survey via an online survey tool and data collection on Surveymonkey. The results suggested that 95% of undergraduate nursing programs in Canada include simulation in varying amounts. It was reported that 36% of the SON used simulation as replacement hours, while 69% used simulation as an adjunct to clinical hours. The vast majority of schools used simulation for development of psychomotor skills (90%). Nearly 60% of the SON used simulation in a theory course. Faculty development and financial barriers were identified as limitations to integrating more simulation into courses. Faculty responded overwhelmingly, that increased support and professional development are required to effectively use simulation as an educational strategy. The results of this study provide insight into the current use of simulation, especially within the context of dwindling clinical practicum sites within Canada.
@InProceedings{GRAHAM2014SIM,
author = {Graham, L. and Harder, B.},
title = {SIMULATION IN UNDERGRADUATE EDUCATION: THE CANADIAN EXPERIENCE},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {2579-2581}}
TY - CONF
AU - L. Graham AU - B. Harder
TI - SIMULATION IN UNDERGRADUATE EDUCATION: THE CANADIAN EXPERIENCE
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 2579
EP - 2581
ER -
L. Graham, B. Harder (2014) SIMULATION IN UNDERGRADUATE EDUCATION: THE CANADIAN EXPERIENCE, EDULEARN14 Proceedings, pp. 2579-2581.
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