ABSTRACT
BACKGROUND: Simulation learning has become a widely accepted and valuable methodology within nursing education. This study assessed whether student and faculty perceptions regarding simulation learning have changed since curricular integration of simulation activities within an undergraduate nursing program. METHOD: Q-methodology was used to identify unique and similar perspectives of 12 faculty and 21 students. Participants completed a brief demographic questionnaire and sorted statements related to beliefs about simulation-based learning. RESULTS: Faculty perceptions were captured within one viewpoint-positive enthusiasts. Three student viewpoints were identified: challenge seekers, realistic embracers, and support seekers. Both students and faculty believed that simulation improved critical thinking. CONCLUSION: The findings suggest that faculty should be aware of the range of student perceptions and tailor their teaching approaches accordingly to maximize student learning.
Subject(s)
Education, Nursing/methods , Q-Sort , Simulation Training , Students, Nursing/psychology , Adult , Curriculum , Faculty, Nursing , Female , Humans , Male , Middle Aged , Ontario , Surveys and QuestionnairesABSTRACT
Given the aging population and the complex needs of older adults, there is considerable need for additional gerontological nurses. This pilot study explored fourth-year nursing students' attitudes and values toward caring for older adults and the influence of their experiences with older adults on these attitudes and values. Using Yin's exploratory case study design, 51 fourth-year nursing students constituted the single case. An initial quantitative survey placed students in three embedded units of analysis: neutral, pro-aged, and anti-aged bias toward older adults. Using purposeful sampling from each of the embedded units, 9 students were interviewed. Four main values (respect, caring, independence, and wisdom and experience) and five attitudes (enjoy older adults, see older adults as normal, feel sorry for older adults, are frustrated by older adults, and dislike gerontological nursing) were identified. The authors' findings have important implications for education and practice.