title: Using Simulation Pedagogy in the Formation of Family-Focused Generalist Nurses.
abstract: BACKGROUND
  Nursing practice with families is essential because a family member's illness affects the family and, reciprocally, the family influences health outcomes. Yet, nurses often report a lack of confidence in their ability to meet the needs of families, whereas family members often describe troubling experiences with nurses. These challenges may have beginning roots in nursing education. This article explores the use of simulation in the formation of family-focused generalist nurses.
  
  
  METHODS
  Simulation pedagogy was used to guide students in developing an understanding of the importance of family nursing care, gaining confidence in family practices, and developing family competencies.
  
  
  RESULTS
  Innovative simulation learning experiences in an undergraduate nursing curriculum helped students to learn how to develop nurse-family relationships and gain humanistic skills of family nursing practices. Students and faculty reported that simulation guides students to achieve meaningful outcomes.
  
  
  CONCLUSIONS
  In this curriculum, faculty consistently directs attention to the family in simulation learning experiences, and students value this pedagogy.
authors.forename: Sandra K
authors.initials: SK
authors.lastname: Eggenberger
authors.forename: Norma K
authors.initials: NK
authors.lastname: Krumwiede
authors.forename: Patricia K
authors.initials: PK
authors.lastname: Young
mesh_terms: D004508:Education, Nursing, Baccalaureate; D022143:Family Nursing / Q000193:education*; D006801:Humans; D018794:Problem-Based Learning