Parker, BrianMyrick, Florence2018-12-122022-05-312022-05-312012Parker, B. C., & Myrick, F. (2012). The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support. Journal of Nursing Education, 51(7), 365-372. doi:10.3928/01484834-20120509-01https://hdl.handle.net/20.500.14078/1243The 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.enAll Rights Reservedhuman patient simulator (HPS)post secondary educationArticlehttps://doi.org/10.3928/01484834-20120509-01