scholarly journals Fostering Undergraduate Medicine, Nursing, and Pharmacy Students’ Readiness for Interprofessional Learning Using High Fidelity Simulation

Cureus ◽  
2021 ◽  
Author(s):  
Thomas M Southall ◽  
Sandra MacDonald
Keyword(s):  
Pharmacy Students ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Interprofessional Learning ◽  
Undergraduate Medicine

scholarly journals A High-Fidelity Simulation Mannequin to Introduce Pharmacy Students to Advanced Cardiovascular Life Support

2010 ◽  
Vol 74 (2) ◽  
pp. 22 ◽  
Author(s):  
Katherine D. Mieure ◽  
William R. Vincent ◽  
Mark R. Cox ◽  
Mikael D. Jones
Keyword(s):  
Life Support ◽  
Pharmacy Students ◽  
High Fidelity ◽  
High Fidelity Simulation

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

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