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

2. Close to the North Pole? Not quite!

3. Human Patient Simulators

4. 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

5. 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).

6. 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.

7. 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?

8. 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.

9. 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?

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

11. 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

12. 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

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