Faculty Experiences with Integrating Mandated High-Fidelity Human Patient Simulation (HF-HPS) Into Clinical Practice: A Phenomenological Study

Faculty Experiences with Integrating Mandated High-Fidelity Human Patient Simulation (HF-HPS)... AbstractBackgroundHigh fidelity human patient simulation (HF-HPS) is a teaching innovation in nursing education which may not be used to its full potential. This study seeks to understand the lived experiences of nurse faculty who are required to integrate HF-HPS into their teaching practice.MethodA phenomenological methodology was used. Seventeen female nurse faculty teaching in the second year of a new collaborative bachelor of science in nursing program were interviewed about their experiences integrating mandated HF-HPS into their teaching practices.ResultsSix themes describing the participants’ experiences were identified: striving for self-efficacy, struggling to maintain autonomy, being part of a community of practice, adopting HF-HPS as a teaching innovation, being an advocate, and being proud. An emerging theme, being an outsider, was discussed.ConclusionThis research has implications for nurse faculty and educational administrators integrating a new teaching innovation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Nursing Education Scholarship de Gruyter

Faculty Experiences with Integrating Mandated High-Fidelity Human Patient Simulation (HF-HPS) Into Clinical Practice: A Phenomenological Study

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Publisher
de Gruyter
Copyright
© 2018 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1548-923X
eISSN
1548-923X
D.O.I.
10.1515/ijnes-2017-0047
Publisher site
See Article on Publisher Site

Abstract

AbstractBackgroundHigh fidelity human patient simulation (HF-HPS) is a teaching innovation in nursing education which may not be used to its full potential. This study seeks to understand the lived experiences of nurse faculty who are required to integrate HF-HPS into their teaching practice.MethodA phenomenological methodology was used. Seventeen female nurse faculty teaching in the second year of a new collaborative bachelor of science in nursing program were interviewed about their experiences integrating mandated HF-HPS into their teaching practices.ResultsSix themes describing the participants’ experiences were identified: striving for self-efficacy, struggling to maintain autonomy, being part of a community of practice, adopting HF-HPS as a teaching innovation, being an advocate, and being proud. An emerging theme, being an outsider, was discussed.ConclusionThis research has implications for nurse faculty and educational administrators integrating a new teaching innovation.

Journal

International Journal of Nursing Education Scholarshipde Gruyter

Published: Feb 3, 2018

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