Simulated education in nursing: an integrative review
| dc.contributor.author | Nelmes, JoAnne | |
| dc.contributor.supervisor | Thoun, Deborah | |
| dc.date.accessioned | 2014-04-16T18:22:36Z | |
| dc.date.available | 2014-04-16T18:22:36Z | |
| dc.date.copyright | 2014 | en_US |
| dc.date.issued | 2014-04-16 | |
| dc.degree.department | School of Nursing | en_US |
| dc.degree.level | Master of Nursing M.N. | en_US |
| dc.description.abstract | The broad focus of this integrative review involved examining and describing student learning in relation to medium and high fidelity simulation (HFS) and exploring how SBL influenced student preparation for clinical practice. The evidence suggested that academic knowledge such as pathophysiology and pharmacology contributed to safe clinical judgment. In addition, SBL contributed to contextualized interpretation and decision-making thus improving student ability to formulate clinical judgment. A relationship between knowledge, simulated practice, and confidence existed. It is anticipated that this project will begin to build an understanding of the progression of knowledge and confidence from novice learner to senior nursing student. Keywords: student nurse, simulation, fidelity, education, knowledge, and effective learning | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/5263 | |
| dc.language.iso | en | en_US |
| dc.rights.temp | Available to the World Wide Web | en_US |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ | * |
| dc.subject | student nurse | en_US |
| dc.subject | simulation | en_US |
| dc.subject | fidelity | en_US |
| dc.subject | education | en_US |
| dc.subject | knowledge | en_US |
| dc.subject | effective learning | en_US |
| dc.title | Simulated education in nursing: an integrative review | en_US |
| dc.type | project | en_US |