A strategy for meaningful simulation learning experiences in a postgraduate paediatric nursing programme
| dc.contributor.advisor | Botma, Yvonne | |
| dc.contributor.author | Spies, Cynthia | |
| dc.date.accessioned | 2016-11-24T11:30:24Z | |
| dc.date.available | 2016-11-24T11:30:24Z | |
| dc.date.issued | 2016-01-31 | |
| dc.description.abstract | English: Learning through simulation is a relatively young science in nursing education. Although the benefits of simulation as an effective learning strategy in nursing education are supported by extensive research on the subject, the development of meaningful simulation learning experiences can be challenging, especially to nurse educators who do not feel prepared for this type of educational approach. The purpose of this study was to develop a strategy for meaningful simulation learning experiences in a postgraduate paediatric nursing programme. An educational action research design, based on a social constructivist paradigm, was used to answer the research question: How can meaningful simulation learning experiences be achieved in the postgraduate paediatric nursing programme? Through the process of three action cycles extending over a period of two years, a strategy was developed, refined and finalised, based on data gathered from two separate groups of paediatric nursing students. The first group of participants consisted of 21 students, and the second group of participants consisted of 18 students. Qualitative data were gathered by means of the nominal group technique, field/reflective notes, recording of debriefing sessions and focus group interviews. In the third cycle, in addition to qualitative data, quantitative data were gathered by means of a simulation evaluation questionnaire. At completion of the two-year project, a final strategy for meaningful simulation learning experiences emerged, based on a synthesis of data gathered. Aspects relating to meaningful simulation learning experiences included a safe learning environment, authenticity, a responsive simulator, cognitive processes such as reflection-on-action, independent thinking, and meaningful knowledge construction. Furthermore, the students valued simulation learning experiences as opportunities to improve competence, psychomotor skills, self-confidence and teamwork. They learned to integrate theory and practice and experienced a paradigm shift that influenced their view of the conditions under which nursing care should be provided to children. A major hindrance to learning through simulation was the students’ dependence on an educator and reluctance in taking ownership of their own learning. This finding related to a discovery made in the first action cycle, which was that nurse educators should be careful to assume that postgraduate nursing students, who are considered mature individuals, naturally have the characteristics of adult learners. Apart from a strategy consisting of specific action items and expected outcomes upon their implementation, seven characteristics of meaningful simulation learning experiences were identified, namely constructively aligned instruction, challenging learning tasks, a non-judgmental student-centred approach to students, collaboration through a community of learning, deliberate practice, an authentic learning environment, and relevant student preparation. The strategy developed in this study endorses the use of constructivist learning theory and Kolb’s experiential learning theory to achieve meaningful simulation learning experiences. The study contributes to the practice of simulation in nursing education because it gives nurse educators a theoretically and empirically founded plan for implementing simulation in a way that students find meaningful and conducive to learning. The paediatric nursing students experienced a paradigm shift in terms of their practice as healthcare providers to children, which translated into strengthened nursing values and renewed motivation to transfer their learning to the practice setting. | en_ZA |
| dc.description.abstract | Afrikaans: Leer deur simulasie is 'n betreklik jong wetenskap in verpleegkunde-opleiding. Alhoewel die voordele van simulasie as 'n doeltreffende leerstrategie in verpleegkunde-opleiding deur uitgebreide navorsing oor die onderwerp ondersteun word, kan die ontwikkeling van betekenisvolle simulasie-leerervarings 'n uitdaging bied, veral aan opleiers van verpleegkundiges wat voel dat hulle nie voorbereid is om hierdie soort opvoedkundige benadering te volg nie. Die doel van hierdie studie was om 'n strategie te ontwikkel waardeur betekenisvolle simulasie-leerervarings in 'n nagraadse kinderverpleegkundeprogram verwesenlik kan word. Om die navorsingsvraag: How can meaningful simulation learning experiences be achieved in the postgraduate paediatric nursing programme? te beantwoord, is 'n opvoedkundige aksienavorsingsontwerp, gegrond op 'n sosiaal-konstruktivistiese paradigma, gebruik. Deur die proses van drie aksiesiklusse wat oor 'n tydperk van twee jaar gestrek het, is 'n strategie ontwikkel, verfyn en gefinaliseer, gebaseer op data wat van twee afsonderlike groepe studente in pediatriese verpleging ingesamel is. Die eerste groep deelnemers het uit 21 studente bestaan, en die tweede groep uit 18 studente. Kwalitatiewe data is ingesamel deur middel van die nominale groeptegniek, veld-/reflektiewe aantekeninge, die optekening van ontlontingsessies, en fokusgroeponderhoude. In die derde siklus is kwantitatiewe data ook bykomend tot die kwalitatiewe data deur middel van 'n simulasie-evalueringsvraelys ingesamel. By die voltooiing van die tweejaarprojek het 'n finale strategie vir betekenisvolle simulasie-leerervarings na vore gekom, gebaseer op 'n sintese van die ingesamelde data. Aspekte wat verband hou met betekenisvolle simulasie-leerervarings het ingesluit 'n veilige leeromgewing, egtheid, 'n responsiewe simulator, kognitiewe prosesse soos refleksie-op-aksie, selfstandige denke, en betekenisvolle kenniskonstruksie. Daarbenewens het die studente waarde geheg aan simulasie-leerervarings as geleenthede om bevoegdheid, psigomotoriese vaardighede, selfvertroue en spanwerk te verbeter. Hulle het geleer om teorie en praktyk te integreer en het 'n paradigmaskuif ervaar wat hul siening van die omstandighede waaronder verpleegsorg aan kinders verskaf moet word, beïnvloed het. 'n Belangrike hindernis tot leer deur simulasie was die studente se afhanklikheid van 'n opvoeder en huiwerigheid om eienaarskap te neem van hul eie leer. Hierdie bevinding het verband gehou met 'n ontdekking wat in die eerste aksiesiklus gemaak is, naamlik dat die opleiers van verpleegkundiges huiwerig moet wees om bloot aan te neem dat nagraadse verpleegkundestudente, wat as volwasse persone beskou word, natuurlikerwys die hoedanighede het van volwasse leerders. Benewens 'n strategie bestaande uit spesifieke aksie-items en verwagte uitkomste by die implementering daarvan, is sewe kenmerke van betekenisvolle simulasie-leerervarings geïdentifiseer, naamlik konstruktief-gerigte onderrig, uitdagende leertake, 'n nie-veroordelende student-gesentreerde benadering tot studente, medewerking binne 'n leergemeenskap, weloorwoë praktyk, 'n egte leeromgewing, en toepaslike voorbereiding van studente. Die strategie wat in hierdie studie ontwikkel is, ondersteun die gebruik van die konstruktivistiese leerteorie en Kolb se ervaringsleerteorie ten einde betekenisvolle simulasie-leerervarings teweeg te bring. Die studie dra by tot die gebruik van simulasie in die opleiding van verpleegkundiges, want dit gee aan opleiers van verpleegkundiges 'n teoreties- en empiries-gefundeerde plan vir die implementering van simulasie wat studente as betekenisvol en bevorderlik vir leer beskou. Die pediatriese verpleegkundestudente het 'n paradigmaskuif ervaar met betrekking tot hul praktyk as verskaffers van gesondheidsorg aan kinders, wat gelei het tot verhoogde waardes ten opsigte van verpleging en 'n hernude motivering om hul leer oor te dra na die praktyk. | af |
| dc.description.sponsorship | National Research Foundation (NRF) | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/4803 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Thesis (Ph.D. (Nursing))--University of the Free State, 2016 | en_ZA |
| dc.subject | Nursing -- Study and teaching -- Simulation methods | en_ZA |
| dc.title | A strategy for meaningful simulation learning experiences in a postgraduate paediatric nursing programme | en_ZA |
| dc.type | Thesis | en_ZA |