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Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- Background: Nurse educators’ are faced with addressing the challenge of finding optimal educational opportunities for nursing students to obtain the critical thinking skills needed to care for patients with increased acuity, amplified by changes in the complexity of health care delivery systems, technology and biomedical knowledge. Schools of nursing can meet these challenges, as well as address the critical nursing shortage, including nursing faculty, by incorporating innovative teaching approaches such as clinical simulation. Underutilization of this teaching methodology is a problem that bears scrutiny. Purpose: The purpose of this qualitative study, using the tradition of grounded theory, was to explore the factors that critically influence nursing faculty utilization of clinical simulation as a teaching/learning methodology. Methods: A grounded theory approach provided the framework for this study. Open ended questions were used to collect data in accordance with this theory. Interviews were audio-taped and semi-structured in accordance with this tradition. Data were collected and analyzed in accordance with grounded theory tradition, using open, axial, and selective coding. Results: The central core category that evolved from the data was amelioration. Three dominant themes emerged from the data and supported this core category: support, believing, and transforming. This conceptual model can be used to better understand faculty needs and provide impetus to utilize simulation in nursing education, therefore increasing and optimizing the use of this teaching methodology. Conclusion: The conceptual model identified in this study may serve to advantageously increase and nursing faculty’s utilization of simulation in the future. Implications for the need to accomplish this goal clearly exist in nursing education, practice, research, and public policy
- Thesis:
- Thesis (Ph.D.)--Barry University, 2012.
- Bibliography:
- Includes bibliographical references (leaves 131-145).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Donna L. Rice. 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:
- RT79.R53 2012_RiceDonna ( BU-Local )
- Classification:
- RT79.R53 2012 ( lcc )
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