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dc.contributor.authorHumphreys, Melanie
dc.date.accessioned2018-11-26T11:59:50Z
dc.date.available2018-11-26T11:59:50Z
dc.date.issued2016-03-01
dc.identifier.urihttp://hdl.handle.net/2436/621924
dc.descriptionA thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton for the degree of Educational Doctorate.
dc.description.abstractNurse academics are constantly facing new challenges from governmental and professional groups calling for the preparation of students to be able to work with increasing complex patient cases at a time of reduction in clinical placements (NMC, 2010a and b). Simulation is a method that has been embraced, by some, for preparing for these challenges, with the potential to escalate student skills and knowledge in a meaningful way (Benner, 1984). The aim of this study was to explore and make explicit the characteristics that make simulation effective within nurse education. An explorative, qualitative case study was chosen to collect spoken data from twenty-four participants through focus groups. Participants included both students undertaking nurse training, and academics involved in the delivery of simulation. Content analysis facilitated exploration of each participant’s contribution resulting in the emergence and construction of three themes (Creswell, 2007; Polit and Beck, 2014). 1. The approaches that academics use to integrate simulation into the curriculum; 2. The influences and decisions academics make to deliver simulationbased education, and their impact upon the student learning experience; 3. Evidence for the transference of skills to the realities of clinical practice. A conceptual framework has been developed and presented through the data analysis process (Saldana, 2012), which has culminated in the presentation of a unique model for ‘Developing Simulation Practice in Nurse Education’ (DSPiNE). The model relates to two key processes derived both during and following simulation activities (1) the preparedness for clinical practice, described as the process whereby the student gains insight into their current practice abilities; and (2) the transference to clinical practice, described as the process whereby the student gains insight into their readiness for future practice requirements. This study concludes that purposeful positive behavioural change could be achieved with the implementation of the DSPiNE model within nurse education.
dc.language.isoen
dc.subjectSimulation
dc.subjectNurse Education
dc.subjectPedagogy
dc.subjectCase-Study
dc.subjectDesign Characteristics
dc.subjectFidelity
dc.subjectTransference
dc.subjectClinical Practice
dc.titleExploring Student Nurses’ and Nurse Educators’ Experiences of Simulation-Based Pedagogy Using Case-Study Research
dc.typeThesis or dissertation


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