摘要
This qualitative case study addressed recent graduates’ perception of the efficacy of simulation in registered nursing education. Finding clinical placement is one of the greatest challenges faced by schools of nursing. One possible solution is to use high-fidelity simulation manikins to substitute for clinical experience. The research that exists regarding nursing simulation laboratory experiences focuses on improvement on exam scores and preparation for national board examinations. Very little research explores recently graduated nurse’s perceptions about the efficacy of simulation experiences. The conceptual framework for this study was the constructivist theory. This is a process of experience and reflection. It is a dynamic process that changes as the learner internalizes the experience. This study allowed the researcher to understand how recent graduates perceive the value of simulation experiences. Two research questions were identified: 1) How do recent graduates of registered nurse (RN) education programs view the simulation lab experiences from nursing school? 2) In what ways do the perceptions of simulation experiences differ between associate degree RN program graduates and bachelors program RN graduates? A case study research design was used to explore the perceptions of recently graduated RN about their experience with simulation. By interviewing recent graduates’ perceptions about their experiences with high-fidelity simulation in nursing school, and documenting their perceptions about the efficacy of those simulation experiences, information was obtained that might allow schools of nursing to increase the effectiveness of the simulation experience or validate its applicability in the real world setting.
This qualitative case study addressed recent graduates’ perception of the efficacy of simulation in registered nursing education. Finding clinical placement is one of the greatest challenges faced by schools of nursing. One possible solution is to use high-fidelity simulation manikins to substitute for clinical experience. The research that exists regarding nursing simulation laboratory experiences focuses on improvement on exam scores and preparation for national board examinations. Very little research explores recently graduated nurse’s perceptions about the efficacy of simulation experiences. The conceptual framework for this study was the constructivist theory. This is a process of experience and reflection. It is a dynamic process that changes as the learner internalizes the experience. This study allowed the researcher to understand how recent graduates perceive the value of simulation experiences. Two research questions were identified: 1) How do recent graduates of registered nurse (RN) education programs view the simulation lab experiences from nursing school? 2) In what ways do the perceptions of simulation experiences differ between associate degree RN program graduates and bachelors program RN graduates? A case study research design was used to explore the perceptions of recently graduated RN about their experience with simulation. By interviewing recent graduates’ perceptions about their experiences with high-fidelity simulation in nursing school, and documenting their perceptions about the efficacy of those simulation experiences, information was obtained that might allow schools of nursing to increase the effectiveness of the simulation experience or validate its applicability in the real world setting.
