Survey of outcomes in a faculty development program on simulation pedagogy

Young Sook Roh, Mi Kang Kim and Thitiarpha Tangkawanich

Nursing & Health Sciences, 2016, vol. 18, issue 2, 210-215

Abstract: Although many nursing programs use simulation as a teaching‐learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre‐course and post‐course design. Sixteen Thai participants completed a two‐day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self‐perceived learning about simulation teaching showed significant post‐course improvement. On a five‐point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post‐course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation‐based learning domain.

Date: 2016
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https://doi.org/10.1111/nhs.12254

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Persistent link: https://EconPapers.repec.org/RePEc:wly:nuhsci:v:18:y:2016:i:2:p:210-215

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