Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers

PeerJ

article

Dan Luo¹  Bing-Xiang Yang¹  Qian Liu¹  Aijing Xu¹  Yaxuan Fang²  Ailing Wang¹  Sihong Yu¹  Ting Li² 

[1] School of Health Sciences, Wuhan University;School of Nursing, Southern Medical University

关键词: Simulation;    Nursing education;    Faculty perception;    Implementation;   

DOI  :  10.7717/peerj.11519

学科分类：社会科学、人文和艺术（综合）

来源: Inra

【 摘 要 】

BackgroundAlthough simulated teaching was introduced to China in the 1990s, it remains underused in nursing education. Determining how Chinese nurse educators feel about using simulation in their institutions is very important for faculty training and has the potential to influence simulation implementation.MethodThis cross-sectional descriptive study was undertaken to identify the nurse educators’ experiences in the use of simulation from various regions of China. One hundred and thirty-six nurse educators provided demographic data and information about simulation implementation within their institutions and explored the perceived barriers and benefits of simulation usage.ResultsThe survey data shows that 108 participants have used simulation in their work, but less than 92 (67.6%) of the respondents had used this teaching strategy more than ten times in last year. The study identified four factors hindering nurse faculty from simulation adoption: (1) concerns with student readiness; (2) the need for faculty team-building for simulation teaching; (3) lack of adequate simulation resources; and (4) thoughtful integration of simulation into nursing curricula.ConclusionsStudy data suggest that faculty training programs for simulation should be based on the nurse educators’ training needs, including systematically designed training topics, and the provision of hands-on learning simulation activities with expert feedback to help nurse educators achieve the competencies required for effective simulation-based education.

【 授权许可】

CC BY