Identifier

etd-03272015-164340

Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

Current research in nursing education suggests a shift from traditional didactic transmission methods to student-centered pedagogies to prepare nursing students with substantive knowledge necessary for competent practice in a complex healthcare environment. Simulation has emerged as a pedagogy that offers students the opportunity to critically think, solve problems, and care for diverse patients in a nonthreatening, safe environment. As the use of simulation increases, a concern is whether or not it can hinder the development of caring behaviors necessary for competent and compassionate nursing practice. This research was a study of nursing students’ descriptions of the simulation experience, and perceptions of caring in nursing along with the display of caring behaviors in the simulated environment. Key findings include: 1) simulation was viewed as a positive and negative learning experience by students; 2) students displayed nonverbal and verbal caring behaviors during simulation; 3) students believed displaying caring in a simulated environment was challenging because the simulator could not respond as an actual person.

Date

2016

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Hendry, Petra

DOI

10.31390/gradschool_dissertations.750

Download

Included in

Education Commons

Share

COinS