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Simulation in nursing education-international perspectives and contemporary scope of practice

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dc.contributor.authorKelly, M.A.
dc.contributor.authorBerragan, E.
dc.contributor.authorHusebo, S.E.
dc.contributor.authorOrr, F.
dc.date.issued2016
dc.descriptionLink to a related website: https://unpaywall.org/10.1111/jnu.12208, Open Access via Unpaywall
dc.description.abstractPurpose: This article provides insights and perspectives from four experienced educators about their approaches to developing, delivering, and evaluating impactful simulation learning experiences for undergraduate nurses. A case study format has been used to illustrate the commonalities and differences of where simulation has been positioned within curricula, with examples of specialized clinical domains and others with a more generic focus. The importance of pedagogy in developing and delivering simulations is highlighted in each case study. A range of learning theories appropriate for healthcare simulations are a reminder of the commonalities across theories and that no one theory can account for the engaging and impactful learning that simulation elicits.
dc.identifier.citationJournal of Nursing Scholarship, 2016; 48(3):312-321
dc.identifier.doi10.1111/jnu.12208
dc.identifier.issn1527-6546
dc.identifier.issn1547-5069
dc.identifier.urihttps://hdl.handle.net/11541.2/29632
dc.language.isoen
dc.publisherWiley-Blackwell Publishing
dc.rightsCopyright 2016 Sigma Theta Tau International.
dc.source.urihttps://doi.org/10.1111/jnu.12208
dc.subjectholistic practice
dc.subjectmedical surgical
dc.subjectmental health
dc.subjectpedagogy
dc.subjectsimulation
dc.subjectundergraduate nurses
dc.titleSimulation in nursing education-international perspectives and contemporary scope of practice
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916651283601831

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