title: The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support.
abstract: The 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.
authors.affiliation: Faculty of Health and Community Studies, Grant MacEwan University, Ponoka, Canada. parkerb5@macewan.ca
authors.forename: Brian Corey
authors.initials: BC
authors.lastname: Parker
authors.forename: Florence
authors.initials: F
authors.lastname: Myrick
mesh_terms: D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005181:Faculty, Nursing; D006801:Humans; D008348:Manikins; D017145:Models, Educational; D016294:Models, Nursing; D009742:Nursing Theory; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods*