The challenges of developing and evaluating complex care scenarios using simulation in nursing education


(2012) The challenges of developing and evaluating complex care scenarios using simulation in nursing education. Journal of Research in Nursing, 17, (4), Summer Issue, 329-345. (doi:10.1177/1744987112449969).

Download

Full text not available from this repository.

Description/Abstract

Demonstrating the impact and effectiveness of educational interventions, including medium and high-fidelity simulation, has long been fraught with methodological challenges and ambiguities. This is particularly the case when there are several confounding factors and variables operating in situations where control trials are inappropriate, and investigative costs can be high. Current theoretical and empirical evidence, while emerging, is parsimonious and fails to take account of the characteristics of different modes of simulation, their contested theoretical models of learning and the opportunities presented by cutting edge computer science. Medium and high-fidelity simulations, situated within technology-rich environments, generate new forms of complex data that have the potential to provide insights into ‘real-world’ practices. Drawing on a range of locally based studies, we argue that until the methodological questions and data management systems can be addressed, the evidence to determine the judicious and optimal use of simulation to improve student and practitioner performance and patient outcomes will remain primarily reliant on proxy measures of self-efficacy and competence

Item Type: Article
ISSNs: 1361-4096 (print)
1744-988X (electronic)
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > RT Nursing
Divisions: Faculty of Health Sciences
Faculty of Physical Sciences and Engineering > Electronics and Computer Science
Faculty of Physical Sciences and Engineering > Electronics and Computer Science > Web & Internet Science
ePrint ID: 341927
Date Deposited: 08 Aug 2012 13:52
Last Modified: 27 Mar 2014 20:24
Projects:
Grid-Enabled Data Collection and Analysis - Semantic Annotation in Skills-Based Learning
Funded by: ESRC (RES-149-25-1056)
April 2006 to October 2007
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/341927

Actions (login required)

View Item View Item