Effective Teaching Behaviours in Using High Fidelity Simulation Mariann Rich Australasian Nurse Educators Conference November 24, 2011

Close to the North Pole? Not quite!

Human Patient Simulators

Background Increased enrollment in nursing programs leading to need for more clinical experiences Increased use of technology in nursing education High fidelity simulation is being integrated into nursing curricula Limited evidence on effective pedagogy for using this teaching-learning tool

Purpose of the Study to identify nursing faculty’s cueing behaviours during a simulation lab experience which nursing students perceive as being effective for their learning Cues, defined as “ small pieces of information given to students in the simulation and potentially serve as a prompt or reminder for the student to act (Jeffries, 2005).

Current Literature Educational philosophies guiding the integration of this technology: Behaviorist Constructivist Several studies on effective clinical teaching First studied in the 1960’s: Jacobson (1966) 58 criteria grouped into 6 categories: 1) availability to students, 2) knowledge & professional competence, 3) interpersonal skills, 4) teaching practices, 5) personal characteristics, and 6) evaluation strategies.

Clinical teaching effectiveness (cont) Mogan & Knox (1985) developed the NCTEI > Nursing Clinical Teaching Effectiveness Inventory (48 items, 5 categories) Reese (2009) developed the SPETCS > Student Perception of Effective Teaching in Clinical Simulation (33 items, 5 point likert scale) Parsh (2010) used the NCTEI Students added realism Effective cueing is an identified item, but specific cueing is not explained. What is it?

Conceptual framework Cognitive learning theory: learning involves the formation of mental associations and the process of relating new information to previously learned information (Bastable, 2003) Underlying assumptions: 1) we possess two separate channels for processing auditory and visual information; 2) we can only process a limited amount of information in each of these channels; and 3) we actively learn by attending to and organizing selected incoming information into mental images with other existing knowledge they already hold.

Research Questions What nursing faculty cues during a simulation lab experience do nursing students perceive as helpful for their learning? What are the contextual influencing factors that lead nursing students to perceive these cues as being effective for their learning? What are the outcomes according to nursing students, when they perceive nursing faculty to use helpful cues for effective teaching in human patient simulation labs? What do nursing students believe they can do themselves to facilitate their learning in a human patient simulation lab?

Method Qualitative study > focused ethnography Setting > undergraduate nursing program at a university in Western Canada Participants & sample size Inclusion Criteria Recruitment Ethics Approval

Data Collection Document retrieval Participant observation Materials provided for preparing for the lab to Participant observation When students are interacting with the patient Semi-structured one-on-one interviews Students Faculty

Preliminary Findings Have only interviewed students to date Set the context & make something realistic happen. Prep materials are very important. Correct me immediately I can’t hear and listen at the same time Ask leading questions, such as: what information would you need, what would you anticipate doing next

Where this leads to Interview 3rd year students next Interview faculty Generating as many questions as answers!