Date of Conferral

2017

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jeanne Sorrell

Abstract

Research shows that use of high fidelity simulation (HFS) as a teaching strategy requires extensive amounts of faculty time and financial resources for faculty development and equipment. This project study addressed the challenges encountered in the integration of HFS into a Midwestern metropolitan baccalaureate nursing program. The purpose of this qualitative case study was to explore perceptions of nursing faculty about best practice elements for successful integration of HFS into undergraduate nursing programs. Guiding questions were developed using Donabedian's structure-process-outcome model and focused on faculty perceptions related to successful implementation of simulation in their programs. Purposeful sampling was used to select 22 faculty who had integrated HFS into 5 regional baccalaureate nursing programs in metropolitan areas of 2 Midwestern states. Nine participants completed an online interview tool developed by the researcher and designed to elicit responses to open-ended questions about barriers encountered, methods used to overcome those barriers, first impressions about conducting HFS, perceptions of successful integration, and incentives to using HFS. Data were coded and analyzed to identify themes. Emergent themes included the need to identify specific courses for HFS, ensure participation of faculty teaching didactic courses, use nationally recognized principles for HFS implementation, implement consistent methods of debriefing, and use formal written plans. Findings from the study were used to design a staff development initiative to facilitate planning and establishment of HFS in a nursing curriculum. Positive social change may occur when faculty and administrators use project guidelines to develop sound practices for integrating HFS into the nursing curriculum.

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