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Making the Most of Simulated Learning: Understanding and Managing Perceptions

Abstract Increased emphasis on the use of simulation by nursing education providers is evident world-wide. It is unclear what the implications of this initiative are for academic staff within nursing programs. Programs report a range of responses to simulation pedagogy amongst faculty ranging from enthusiasm to avoidance. This study identified a wide range of concerns encapsulating the staff themselves, their concern for students as well as organisational considerations that impact staff perceptions. Methods: Nineteen in-depth, semi-structured interviews were conducted with faculty in a school of nursing and midwifery. Thematic analysis of data was carried out. Results: This study reinforced other earlier research related to staff feelings about the introduction of a simulation program or uptake of existing equipment and facilities. This study reflects the knowledge and experience staff had of simulation and highlights the importance of ensuring all members have a collective frame of reference in order to create shared language and vision. Conclusion: This study adds to the research on staff attitudes to simulation by identifying the preconceived ideas that contribute to idea formation and relates this to the insight and self-efficacy of the faculty members.