Browsing by Author "Myrick, Florence"
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ItemA critical examination of high-fidelity human patient simulation within the context of nursing pedagogy(2009) Parker, Brian; Myrick, FlorenceThe use of high-fidelity human patient simulators (HPS) have been embraced by nursing education programs in the development of immersive clinical simulations despite the lack of research into a pedagogy or educational philosophy appropriate to guide this technology-based learning tool. In this article, we explore this approach to clinical teaching through a critical examination of the application of behaviorist and constructivist pedagogy to high-fidelity scenario-based simulation sessions. Practical guidelines for developing simulation-based learning sessions that reflect both philosophical paradigms are provided. Consideration is also given to societal trends such as the digital revolution and the incoming millennial generation who represent the aptitude of the modern nursing student to utilize high-fidelity realistic and immersive simulation. Depending on the desired goal of simulator utilization, the nurse educator may want to draw on constructivism or behaviorism or a blend of both educational philosophies to best meet the needs of the adult learner. ItemThe grounded theory method: deconstruction and reconstruction in a human patient simulation context(2011) Parker, Brian; Myrick, FlorenceCertain modes of qualitative inquiry, such as grounded theory, can serve to uncover the abstract processes and broad conceptual themes influencing the personal experiences of undergraduate nursing students encountering clinical scenarios utilizing human patient simulators (HPS). To date insufficient research has been conducted to uncover the basic social-psychological processes encountered by students as they engage in a HPS-based clinical scenario. The authors assert that HPS-based learning experiences are in reality social endeavors that lead to the creation of socially negotiated knowledge and meanings relevant to the adult learner. To understand how grounded theory is suited to deriving answers to these questions, an analysis of the theoretical and philosophical foundations of grounded theory is undertaken. This critical analysis concludes with a discussion of specific considerations to be reflected upon by researchers when applying the inductively derived method of grounded theory in uncovering the social processes that occur within HPS-based clinical scenarios. ItemThe pedagogical ebb and flow of human patient simulation: empowering through a process of fading support(2012) Parker, Brian; Myrick, FlorenceThe use of the high-fidelity human patient simulator (HPS)-based clinical scenario in undergraduate nursing education is a powerful learning tool, well suited to modern nursing students’ preference for immersive construction of knowledge through the provision of contextually rich reality-based practice and social discourse. The purpose of this study was to explore the social–psychological processes that occur within HPS-based clinical scenarios. Grounded theory method was used to study students and faculty sampled from a Western Canadian baccalaureate nursing program. The process of leveled coding generated a substantive theory that has the potential to enable educators to empower students through the use of fading support, a twofold process composed of adaptive scaffolding and dynamic assessment that challenges students to realistically self-regulate and transform their frame of reference for nursing practice, while limiting the threats that traditional HPS-based curriculum can impose. ItemPerforming in the fishbowl: strategies to empower students in the simulated clinical setting(2015) Parker, Brian; Myrick, FlorenceOn a global level, many undergraduate nursing education programs have adopted high-fidelity human patient simulation (HPS) to enhance knowledge integration and clinical skills acquisition. Although the literature indicates that HPS has the potential to meet the modern students’ preference for immersive social construction of knowledge, many students face stress and anxiety when performing for others in the “fishbowl” of the traditional HPS-based clinical laboratory. The purpose of this presentation is to build upon the mid-range theory that evolved from the social-psychological processes occurring within HPS-based clinical scenarios and provide the audience with strategies to maximize the modern nursing student's knowledge acquisition when engaging with this technology-based teaching/learning modality. ItemResearch utilization and clinical nurse educators: a systematic review(2006) Milner, Margaret; Estabrooks, Carole; Myrick, FlorenceBackground: Clinical nurse educators and other linking agents such as clinical nurse specialists, advanced nurse practitioners, and nurses working in research leadership positions are an important link in the facilitation of evidence-based practice in health care organizations. Aim: The purpose of this paper is to report the findings of a systematic review of the literature regarding clinical nurse educators and research utilization, using the Promoting Action on Research Implementation in Health Services framework as a backdrop for the analysis. Findings: There is a positive relationship between research utilization and attitude toward research, higher levels of education, and reading professional nursing journals among clinical nurse educators. The authors suggest that not all clinical nurse educators have the necessary critical appraisal skills and research knowledge to use research effectively in practice. Conclusions: Few studies have examined clinical nurse educators and the determinants of their research utilization behaviour in clinical practice. Future research on clinical nurse educators needs to focus on the outcomes of research utilization, including the effectiveness of their role as facilitators and the contexts in which they practice. ItemRevealing the social context of technology In nursing education: simulation as a social endeavor(2013) Parker, Brian; Myrick, FlorenceStudy overview: grounded theory study exploring the social-psychological processes that occur within HPS-based clinical scenarios; mid-range theory titled: “Empowering Through Fading Support;” a process comprised of adaptive scaffolding and dynamic assessment that challenges students to realistically self-regulate and transform their frame of reference for nursing practice. ItemSocializing for authentic caring engagement in nursing practice: nursing student moral development in preceptorship(2018) Vihos, Jill; Myrick, Florence; Yonge, OliveBackground: The purpose of this study was to explore the basic psychosocial process of undergraduate nursing student moral development in clinical preceptorship. Method: A grounded theory approach was used to explore the process within the context of clinical practice and the student-preceptor-faculty member relationship. Results: Socializing for authentic caring engagement in nursing practice emerged from the data as the basic psychosocial process of nursing student moral development in preceptorship. This process included four key categories: (a) distinguishing nursing and moral identity in practice, (b) learning to recognize the patient's experience, (c) identifying moral issues in practice and creating meaning of practice encounters, and (d) becoming an advocate and reconciling moral issues in practice. Conclusion: Findings emerging from this study illustrate the processes of how nursing students work through moral issues and the role of faculty and preceptors in engaging students with moral encounters in the context of preceptorship. ItemTransformative learning as a context for human patient simulation(2010) Parker, Brian; Myrick, FlorenceNurse educators are charged with the responsibility of empowering novice nurses to become autonomous thinkers with the capacity to cope with the many challenges of modern day practice. Human patient simulation is a powerful technology-based educational tool ideally suited for the application of emancipatory pedagogies that aid in the transformation of individual meaning schemes. Transformative learning theory provides educators with the tools to empower students to challenge their preconceived beliefs, assumptions, and values and socialize them appropriately to thrive in modern day clinical practice. The purpose of this article is to critically analyze the role of clinical scenarios using human patient simulation to promote transformative learning events in undergraduate nursing education. The authors focus on the role of debriefing in the promotion of the critical reflection and social discourse that is integral to the learning process and the implementation of scenarios that provide students with disorientating dilemmas for perspective transformation. ItemUsing human patient simulators as a teaching/learning modality in undergraduate nursing education(2009) Parker, Brian; Myrick, FlorencePurpose: midrange theory to inform pedagogy re: simulation-based learning experiences. Objective: investigate the social-psychological process involved in using Human Patient Simulation (HPS) as a teaching/learning modality to educate undergraduate nursing students.