1. High Fidelity Simulation in Clinical Skills Teaching and its Impact on Student Engagement: A Facilitators Perspective. Clare Martin-Jones - 14031193 - Clinical Skills Specialist. Background Clinical skills teaching through high fidelity simulation (HFS) is an evolving concept in pre-registration nurse education, whereby complex, clinical practice can be replicated in a safe learning environment, through the use of innovative technologies (McGarry et al, 2014). Literature supports high fidelity simulation as a highly effective learning strategy, particularly in the later stages of pre-registration nurse education (Chee, 2014). However, some learners are resistant to engage because of their disbeliefs surrounding the authenticity and realism of the simulation, and the technologies utilised (McCaughey and Traynor, 2010). Limited research on the facilitators role and their perspective of HFS on student engagement; majority of data represents the learners viewpoint. High fidelity simulation allows learners to become fully immersed in the scenario of the real situation it is replicating (McGarry et al, 2014) Student engagement refers to the degree of attention, interest and interaction that learners demonstrate, which extends to the level of motivation they have to learn and progress. (Abbott, 2014). Facilitator role guides and assists students in self directing their learning. (Bradley 2011) HFS is to be introduced into my teaching; the purpose of this study is to identify from a facilitators perspective how this may impact on student engagement and ultimately the learning experience. Methodology A qualitative interpretivist approach – apply meaning to the participants understanding of the impact of student engagement. Facilitators perspective. Inductive and theory generating. Purposive sample – participants selected because of their experiences of facilitating clinical skills through HFS (Parahoo, 2014). Semi structured recorded interviews – capture of rich qualitative data that clarifies themes and generates theories, whereby participants responses were further explored in real time. (Bowling 2014) Questionnaires – layering in the data collection; identical questions offered to those unable for interview, maximizing raw data collection. Data Analysis Framework analysis utilised. Transcripts and questionnaires examined to “open up” data and categorise, until data saturation occurred. Group categories into themes by looking for similarities in the raw data. Compare themes and seek interrelations to identify emerging concepts. (Parahoo 2014) Results and Emerging Themes Practicalities of HFS – cost implications, time constraints of program design, training required. An increase in student engagement and its impact on the learners experience – the high level of fidelity calls for greater student participation whilst directing learners to actively construct their knowledge and its meanings. Learning becomes more student focused and peer-assisted. Emerging new role – less didactic teaching approach. A guided and active learning experience linking to constructivism and adult learning theories is nurtured (Knowles, 1975). Facilitators must identify and implement support strategies for those learners resistant to engaging with HFS and peer-assisted learning. Limitations of Study and Ethical Considerations 1.Researcher bias – required to “bracket” my own assumptions based on my previous experiences of teaching clinical skills. 2.No anonymity for participants – face to face semi-structured interviews and named questionnaires. The validity of the results are challenged because of my working relationship with participants, and the impact this may have on their responses. 3.Small purposive sample limited to nine, consenting participants who have experience of facilitating clinical skills through high fidelity simulation. 4.The validity of the study could have be strengthened by including learners as participants, and exploring their views. 5.The reliability of the study could be challenged, as the same results may not be replicated through a test-retest (Bowling, 2014). However, accuracy and credibility of the findings could be tested through a population test or by establishing if participants agree with the interpretation of the data (Parahoo, 2014). Critical Reflection and Implications for practice What have I learnt? – HFS is identified as an effective strategy to integrate cross curricular themes. Facilitators perceive the high level of fidelity supports student engagement and promotes peer assisted and self directed learning. What are the implications for my practice and nurse education? – Whilst the implementation of HFS in my future practice can be used to challenge actively engaged and motivated students, my teaching style will need to adapt to ensure learning and engagement is inclusive for all, particularly those who are resistant to engage because of inhibitions around peer assisted learning and interaction with the technologies. This could be achieved through recording of clinical skills teaching scenarios and sharing on social media posting platforms and University learning portals. Further study is required to explore student engagement with HFS from the learners perspective, so that a comprehensive understanding of the learning experience and the implications for both my teaching practice and nurse education can be explored. References ABBOTT, S. (2014) The Glossary of Education Reform. Portland: Great Schools Partnership. BOWLING, A. (2014) Research Methods in Health. 4 th Edition, Berkshire, McGraw-Hill Education. BRADLEY. C, (2011) The role of high fidelity clinical simulation in teaching and learning in the health professions. London: Kings College London. CHEE, J. (2014) Clinical simulation using deliberate practice in nurse education. Nurse Education in Practice: 14, 247-252. KNOWLES, M. (1975) Self-directed learning: A guide for learners and teachers. Chicago: Follet. McCAUGHEY, C and TRAYNOR, M. (2010) The role of simulation in nurse education. Nurse Education Today: 30, 827-832. McGARRY, D., CASHIN,A. and FOWLER, C (2014) Is high fidelity human patient (mannequin) simulation, simulation of learning? Nurse Education Today: 34, 1138-1142 PARAHOO, K (2014) Nursing Research: Principles, Process and Issues. 3 rd Edition, Hampshire, Palgrave Macmillan. Images courtesy of Staffordshire University What are the measures of student engagement? Level of interest and enthusiasm Questions asked Verbal/non-verbal body language Requests for further sessions Increased learner confidence