Nurse educators’ experience with adjusting to virtual simulation: A narrative analysis study

dc.contributor.advisorDr. Donna Scott Tilley
dc.contributor.committeeMemberStankus, Jo Ann
dc.contributor.committeeMemberDr. Jorge Figueroa
dc.creatorFelske, Carrie 1975-
dc.creator.orcid0009-0006-3015-1522
dc.date.accessioned2023-06-26T16:36:07Z
dc.date.available2023-06-26T16:36:07Z
dc.date.created2023-05
dc.date.issuedMay 2023
dc.date.submittedMay 2023
dc.date.updated2023-06-26T16:36:08Z
dc.description.abstractBackground During the COVID-19 pandemic nursing faculty turned to virtual simulation as an alternative to clinical experiences. Literature exists on the use of virtual simulation in nursing, as well as faculty experiences transitioning to the online environment; however, few studies have been done considering the unique circumstances faced by faculty during the COVID-19 pandemic. This qualitative study aimed to understand nursing faculty's experiences transitioning from live simulation and face-to-face clinical to virtual simulation during the COVID-19 pandemic. Method Narratives of faculty transitions from live clinical learning experiences to virtual platforms during the COVID-19 pandemic were analyzed using Riesmann’s approach to narrative analysis in relation to the concepts of the NLN/Jeffries Framework. This qualitative study aimed to understand the experience of nursing faculty as they transitioned from live simulation and face-to-face clinical to VS during the pandemic. Using a narrative approach, nine nursing faculty members shared their experiences transitioning to virtual clinical and labs due to the pandemic Results This study found that faculty could make adjustments and adapt to a new teaching platform. Participants found the experience stressful, and some struggled to conceptualize what these new clinicals would look like. This study also showed how participants were able to adjust their teaching pedagogies to maintain student clinical learning. Regardless of their stress level, this study showed how the priority and focus for faculty was the student. Conclusion Findings from this study support the need for the availability of further professional development on virtual simulation pedagogies, with less of a focus on virtual technology use. Preparation for facilitating online simulations should start in programs preparing new nurse educators.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/15119
dc.language.isoEnglish
dc.subjectNurse faculty in a pre-licensure program, instructed students in a clinical environment, and transitioned to virtual simulation to replace either face-to-face simulation or clinical experience
dc.subject.otherNursing education
dc.subject.otherNursing
dc.subject.otherClinical
dc.subject.otherVirtual
dc.subject.otherClinical virtual simulation
dc.titleNurse educators’ experience with adjusting to virtual simulation: A narrative analysis study
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Nursing
thesis.degree.departmentNursing
thesis.degree.disciplineNursing
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition

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