Challenges facing nurse educators in the implementation of highfidelity simulation at a public institution

Abstract

Nursing education institutions in South Africa are required to implement a new nursing curriculum approved by the South African Nursing Council (SANC)  and Council on Higher Education (CHE). This curriculum stipulates that 20% of practical hours must be spent in simulation laboratories. Nurse  educators are faced with multiple challenges in relation to the implementation of highfidelity simulation. A qualitative research design was employed and  data collected by means of the nominal group technique. The empirical data was analysed, and themes, categories and subcategories identified. The  three main themes identified were stakeholders, readiness of staff, and high-fidelity simulation. Under stakeholders, four subcategories emerged as  finances, human resources, physical and material resources, and attitudes. Three subcategories under readiness of staff were identified as training of  nurse educators, empowerment/autonomy, and student training. Three subcategories, namely responsibilities of the high-fidelity simulation manager,  standards of high-fidelity simulation sessions, and the information technology control centre, were identified under the theme of high-fidelity simulation.  It is imperative that stakeholders take responsibility for budgeting and financial matters. A fully functional information-technology-controlled simulation  laboratory, complete with control room, is pivotal for successful implementation of high-fidelity simulation. Furthermore, there is need for early  consultation of nurse educators, and comprehensive preparation and training to achieve a successful implementation of high-fidelity simulation.