Nursing Faculty Use of High-Fidelity Human Patient Simulation in Undergraduate Nursing Education: A Mixed-Methods Study

2014 ◽  
Vol 53 (3) ◽  
pp. 142-150 ◽  
Author(s):  
Alison H. Davis ◽  
Laura P. Kimble ◽  
Susan Sweat Gunby
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Faculty ◽  
Patient Simulation ◽  
Mixed Methods Study ◽  
High Fidelity ◽  
Human Patient Simulation ◽  
Human Patient ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing

Seeking reality through the unreal: Interviewing high-fidelity human patient simulation in undergraduate nursing education

2020 ◽  
Vol 19 (3) ◽  
pp. 319-335
Author(s):  
Gillian Lemermeyer
Keyword(s):  
Nursing Education ◽  
Patient Simulation ◽  
Student Nurses ◽  
Research Literature ◽  
High Fidelity ◽  
Human Patient Simulation ◽  
Human Patient ◽  
Undergraduate Nursing ◽  
The People ◽  
Simulation Scenario

This article examines the use of high-fidelity mannequins in simulation scenarios as used in nursing undergraduate education. Notwithstanding a lack of robust support in the research literature regarding outcomes, these mannequins have been broadly taken up by educators. Employing a form of posthuman inquiry, I explore how the use of high-fidelity mannequins may affect the student nurses’ relation with real living bodies, and therefore the people they eventually look after. Ways to mitigate the potential side-effects of the medium are offered, including a reframing of the simulation scenario.

Faculty Experiences with Integrating Mandated High-Fidelity Human Patient Simulation (HF-HPS) Into Clinical Practice: A Phenomenological Study

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Madeline Maria Press ◽  
Michelle Prytula
Keyword(s):  
Nursing Education ◽  
Teaching Practice ◽  
Phenomenological Study ◽  
Patient Simulation ◽  
High Fidelity ◽  
Full Potential ◽  
Human Patient Simulation ◽  
Nurse Faculty ◽  
Human Patient ◽  
Teaching Innovation

AbstractBackgroundHigh fidelity human patient simulation (HF-HPS) is a teaching innovation in nursing education which may not be used to its full potential. This study seeks to understand the lived experiences of nurse faculty who are required to integrate HF-HPS into their teaching practice.MethodA phenomenological methodology was used. Seventeen female nurse faculty teaching in the second year of a new collaborative bachelor of science in nursing program were interviewed about their experiences integrating mandated HF-HPS into their teaching practices.ResultsSix themes describing the participants’ experiences were identified: striving for self-efficacy, struggling to maintain autonomy, being part of a community of practice, adopting HF-HPS as a teaching innovation, being an advocate, and being proud. An emerging theme, being an outsider, was discussed.ConclusionThis research has implications for nurse faculty and educational administrators integrating a new teaching innovation.

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