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Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- Background: The process of locating a practicum site to prepare undergraduate students through practice has become an increasingly stressful job for nursing educators. It requires the establishment of innovative teaching techniques and the utilization of evidence-based practice to successfully prepare students for working in a clinical setting (National League for Nursing [NLN], 2005; Institute of Medicine [IOM], 2011 and American Association of Colleges of Nursing [AACN], 2015). The Laws of Florida (2014) and The National Council of State Board of Nursing (NCSBN, 2016) recommend that pre-licensure nursing education programs implement simulation as an alternative to traditional clinical experiences following their standards and not exceeding fifty percent of its clinical hours ( Laws of Florida, 2014 and NCSBN, 2016). Researchers and nurse educators are more likely to meet the educational needs of prelicensure nursing education more effectively by gaining an understanding of how nurse educators experience simulation. Purpose: The purpose of this qualitative hermeneutic phenomenological study has been to explore the lived experiences of nurse educators who are integrating simulation as a pedagogical approach in prelicensure nursing curriculum. The goal of this research is to determine the essence of nurse educators’ experiences integrating simulation as a pedagogical approach in a prelicensure nursing curriculum. Philosophical Underpinnings: This qualitative study was guided by the hermeneutic phenomenological approach of Max van Manen (1990). Methods: The researcher used the method of hermeneutic phenomenology guided by van Manen’s (1990) framework to collect data from a maximum of fifteen participants. A qualitative approach was determined as best suited for this study. Thematic analysis was performed using Miles and Huberman’s analytical framework. Results: The related themes of training and education, engaging in simulation, simulating environment and supporting emerged as an interpretation of the nurse educators’ experiences integrating simulation as a pedagogical approach in a prelicensure nursing curriculum. Conclusions: This research inquiry revealed the many challenges faced by nurse educators as they attempt to integrate simulation into a prelicensure nursing curriculum. An essential aspect of this experience was the pursuit for essence, which the nurse educators who participated in this study felt appreciative to address in order to progress in integrating simulation in a prelicensure nursing curriculum.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2018.
- Bibliography:
- Includes bibliographical references (leaves 232-249).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Chandralakha Devi Bhramdat. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- RT73.B47 2018_BhramdatChandralakhaD ( BU-Local )
- Classification:
- RT73.B47 2018 ( lcc )
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