Article Sidebar
Published:
Jul 19, 2021Article Details
Copyright remains in the Author’s name. The work is licensed under a Creative Commons Attribution - Noncommercial Works License. Authors are required to complete and sign an Author Agreement form that outlines Author and Publisher rights and terms of publication. The Agreement form should be uploaded along with other submissions files and any submission will be considered incomplete without it [forthcoming].
Material submitted for publication in the AJHPE is accepted provided it has not been published or submitted for publication elsewhere. Please inform the editorial team if the main findings of your paper have been presented at a conference and published in abstract form, to avoid copyright infringement. The AJHPE does not hold itself responsible for statements made by the authors. The corresponding author should also indicate if the research forms part of a postgraduate short report, dissertation or thesis.
Previously published images
If an image/figure has been previously published, permission to reproduce or alter it must be obtained by the authors from the original publisher and the figure legend must give full credit to the original source. This credit should be accompanied by a letter indicating that permission to reproduce the image has been granted to the author/s. This letter should be uploaded as a supplementary file during submission.Main Article Content
Nurse educators’ views on implementation and use of high-fidelity simulation in nursing programmes
Abstract
Background. Clinical skills development of student nurses is a concern in nursing education owing to limited clinical exposure and learning opportunities. High-fidelity simulation as a teaching-learning strategy creates an environment where student nurses develop clinical skills through interactive participation.
Objectives. The aim of this research study was to explore nurse educators’ views of high-fidelity simulation as an educational approach in nursing programmes.
Methods. A qualitative descriptive design was used. Data were collected through individual semi-structured interviews. Data saturation occurred within 19 interviews. The population consisted out of 33 (N=33; n=19) nurse educators. Direct content analysis was done using Hsieh and Shannon’s approach. The study was conducted at a South African private higher education institution.
Results. Five main themes were identified. The nurse educators had not been exposed to or had limited experience with high-fidelity simulation. Limited resources and/or the lack of nurse educators trained in high-fidelity simulation were identified. The nurse educators agreed that high-fidelity simulation would contribute to the enhancement of clinical skills development and theory and practice integration.
Conclusion. High-fidelity simulation is not implemented owing to limited equipment or experience in using the equipment optimally. The nurse educators see high-fidelity simulation as a solution and valuable training method where clinical skills are developed before the student nurse is exposed to the private clinical environment.
