A critical examination of high-fidelity human patient simulation within the context of nursing pedagogy.
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.
Parker
Brian C
BC
University of Alberta, Faculty of Nursing, 3rd Floor, Clinical Sciences Building, Edmonton, Alberta, Canada. bcparker@ualberta.ca
Myrick
Florence
F
D001527:Behaviorism; D003198:Computer Simulation; D004506:Education, Nursing; D017408:Guidelines as Topic; D006801:Humans; D008348:Manikins; D017145:Models, Educational; D018187:Personal Construct Theory; D013663:Teaching / Q000379:methods*