Could not download file: This paper is available to authorised users only.


H. Zitzelsberger1, S. Coffey1, L. Graham2, E. Papaconstantinou1, C. Anyinam3, G. Dodd1, J. Mangal1

1University of Ontario Institute of Technology (CANADA)
2Durham College (CANADA)
3George Brown College (CANADA)
Simulation is becoming one of the most significant teaching-learning strategies available in undergraduate nursing education (Aebersold & Tschannen, 2013; Akhtar-Danesh, Baxter, Valaitis, Stanyon, & Sproul, 2009). Through the development, application, and evaluation of high quality simulation experiences across a full range of modalities, (including high-fidelity, medium-fidelity, and low-fidelity) learners are able to acquire and demonstrate the knowledge and skills necessary for safe, competent, and ethical nursing practice. While there is indication within the literature and anecdotally about the benefits of simulation, robust evidence that supports the effectiveness of simulation for learning and evaluation in nursing education has yet to be fully established (Rickets, 2011). As the use of simulation increases in nursing education, the need to evaluate students appropriately, accurately, and in reliable ways intensifies (Todd, Manz, Hawkins, Parsons, & Hercinger, 2008). Furthermore, as nursing programs increasingly consider simulation as direct clinical replacement in the context of increased student enrolment and dwindling clinical placements, standardized evaluation must play a vital role (CASN, 2007; Norman, 2012; Todd et al., 2008). In this presentation, we discuss our study that investigates simulation utilization and simulation evaluation practices used among undergraduate nursing educational programs in Ontario, Canada (36 educational institutions including 14 universities along with 22 college partners). The goal of our study is to establish a “picture” of current trends, practices, and approaches related to simulation that is employed within this entire province. An overview of early results of this study in terms of themes identified and statistical summaries will be shared. The ways in which the study findings have potential to make a substantial contribution to the growing evidence for best practices in the science of simulation will be explored.

[1] Aebersold, M., & Tschannen, D. (2013). Simulation in nursing practice: the impact on patient care. OJIN: The Online Journal of Issues in Nursing, 18 (2).
[2] 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, 31 (3), 312-329.
[3] CASN. (2007). CASN/ACESI Clinical placement projects, Project 3: Inventory of the use of simulated clinical learning experiences and evaluation of their effectiveness. Ottawa, ON: Author.
[4] Norman, J. (2012). Systematic review of the literature on simulation in education. ABNF Journal, 23 (2), 24-28.
[5] Ricketts, B. (2011). The role of simulation for learning within pre-registration nursing education - a literature review. Nurse Education Today, 31, 650-654. DOI:10.1016/j.nedt.2010.10.029
[6] Todd, M., Manz, J. A., Hawkins, K. S., Parsons, M.E. & Hercinger, M. (2008). The development of a quantitative evaluation tool for simulations in nursing education. International Journal of Nursing Scholarship, 5 (1), 1-17.