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|a RT79.R53 2012_RiceDonna |2 BU-Local |
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|a Critical influences that affect nursing faculty's utilization of clinical simulation as a teaching/learning metholology |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a xiii, 164 leaves ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 131-145). |
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|a 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. |
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|a 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 |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Study and teaching |x United States. |
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|a Nursing |x Research |x Methodology. |
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|a Nursing schools |x Faculty. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001917/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/17/00001/RT79_R53 2012_RiceDonnathm.jpg |
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|a Theses and Dissertations |
