Award Date
12-1-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Nursing
First Committee Member
Candace Burton
Second Committee Member
Joane Moceri
Third Committee Member
Clariana Ramos de Oliveira
Fourth Committee Member
Stephanie Sideras
Fifth Committee Member
Nicole Short
Number of Pages
102
Abstract
Nursing faculty in pre-licensure nursing programs are a vital component to simulation education, development, and implementation. With the ongoing challenge of the current healthcare climate, the lack of clinical sites and faculty shortages put high-fidelity simulation in the forefront of nursing education, being relied upon more than ever. To simulate the role of the patient in simulation education, there are two primary modalities that are utilized: manikins and standardized patients (SPs). While not a new approach, SP use in prelicensure nursing education is widely under-researched and the wealth of research surrounding the efficacy of simulation education for student learning does not fully encompass the perspective of the nursing faculty working along SPs in the simulated setting. Due to this significant gap and risk to clarity and standardization of simulation delivery, a mixed methods study was conducted to explore the experiences and perceptions of faculty who utilize standardized patients in simulation. This study aimed to answer the following research questions: What are the experiences of nursing faculty working with Standardized Patients in Undergraduate nursing simulations? What aspects of SP and faculty interaction are most likely to affect student learning outcomes in simulation?
Keywords
Conceptual Model; Simulation; Standardized Patients; Student learning; Teamwork
Disciplines
Education | Nursing
File Format
File Size
1205 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Meyer, Stephanie A., "Exploring the Experiences of Nursing Faculty Working with Standardized Patients in Simulation: A Mixed Methods Study" (2024). UNLV Theses, Dissertations, Professional Papers, and Capstones. 5192.
http://dx.doi.org/10.34917/38330404
Rights
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