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A critical examination of high-fidelity human patient simulation within the context of nursing pedagogy

Faculty Advisor

Date

2009

Keywords

computer simulation, constructivism, Behaviorism, Nursing pedagogy

Abstract (summary)

The 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.

Publication Information

Parker, B. C., & Myrick, F. (2009). A critical examination of high-fidelity human patient simulation within the context of nursing pedagogy. Nurse Education Today, 29(3), 322-329. doi:10.1016/j.nedt.2008.10.012

Notes

Item Type

Article

Language

English

Rights

All Rights Reserved