Premium
Survey of outcomes in a faculty development program on simulation pedagogy
Author(s) -
Roh Young Sook,
Kim Mi Kang,
Tangkawanich Thitiarpha
Publication year - 2016
Publication title -
nursing and health sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.563
H-Index - 47
eISSN - 1442-2018
pISSN - 1441-0745
DOI - 10.1111/nhs.12254
Subject(s) - likert scale , nurse education , psychology , norm (philosophy) , medical education , nursing , perception , medicine , developmental psychology , political science , law , neuroscience
Although many nursing programs use simulation as a teaching‐learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre‐course and post‐course design. Sixteen Thai participants completed a two‐day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self‐perceived learning about simulation teaching showed significant post‐course improvement. On a five‐point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post‐course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation‐based learning domain.