Simulation in undergraduate nursing education curriculum: an integrated review of the literature
Date
2012-07-19
Authors
de Hrussoczy-Wirth, Denise
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Abstract
Simulation use in undergraduate nursing education is driven by changes in health care delivery, the need to improve patient safety, a focus on ethical nursing care that considers the rights of patients and a shift to outcomes-based education that allows for assessment and demonstration of competence. In this paper, I present an integrative review of the literature on the use of human patient simulation (HPS) in nursing education guided by a framework based on Whittemore and Knafl (2005). This review indicates that nurse educators who use simulation technology have published critical evaluations of teaching and learning theory informed by their HPS teaching practice. While the use of HPS in undergraduate nursing education is well received by students, teaching faculty have mixed feelings about using this modality due to the steep learning curve required to enact such a dramatic pedagogical change. Educators new to this type of teaching require support with learning the technology, designing the scenarios and feeling comfortable with the simulations they are using. Administrators must expect to spend money for faculty development. In addition to the costs of faculty development, the costs associated with setting up a simulation suite are significant. A structured plan for when, why and how HPS simulation will be used is recommended to ensure that HPS is an effective adjunct to traditional teaching and learning practices. This structured approach must take into account all stakeholders and legislative bodies to maximize the use of simulation technology while meeting the needs of 21st century healthcare.
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Keywords
simulation, nursing, education, undergraduate, curriculum