title: Plastic with personality: Increasing student engagement with manikins.
abstract: BACKGROUND
  Simulation allows students to practice key psychomotor skills and gain technical proficiency, fostering the development of clinical reasoning and student confidence in a low risk environment. Manikins are a valuable learning tool; yet there is a distinct lack of empirical research investigating how to enhance engagement between nursing students and manikins.
  
  
  OBJECTIVE
  To describe student perspectives of a layered, technology enhanced approach to improve the simulation learning experience.
  Tanner's Model of Clinical Judgment underpins the entire curriculum. This study additionally drew on the principles of narrative pedagogy.
  
  
  METHODS
  Across ten teaching weeks, five separate case studies were introduced to students through short vignettes. Students viewed the vignettes prior to their laboratory class. In the labs, manikins were dressed in the props used in the vignettes.
  
  
  METHODS
  The innovation was trialed in a second year core subject of a Bachelor of Nursing program in a large urban university in the autumn semester of 2014.
  
  
  METHODS
  Following ethics approval, students were emailed a participant information sheet. A focus group of nine students was held. The discussion was digitally recorded and transcribed verbatim prior to being subject to thematic analysis. Students' comments (143) about the vignettes in their standard subject specific student feedback surveys were also considered as data.
  
  
  RESULTS
  Four themes were identified: Getting past the plastic; knowing what to say; connecting and caring; and, embracing diversity. The feedback indicated that these measures increased students ability to suspend disbelief, feel connected to, and approach the manikins in a more understanding and empathetic fashion.
  
  
  CONCLUSIONS
  In addition to achieving increased engagement with manikins, other advantages such as students reflecting on their own values and pre-conceived notions of people from diverse backgrounds were realized.
authors.affiliation: Faculty of Health, University of Technology Sydney, Australia. Electronic address: Tamara.Power@uts.edu.au.
authors.forename: Tamara
authors.initials: T
authors.lastname: Power
authors.affiliation: Faculty of Health, University of Technology Sydney, Australia.
authors.forename: Claudia
authors.initials: C
authors.lastname: Virdun
authors.affiliation: Faculty of Health, University of Technology Sydney, Australia.
authors.forename: Haidee
authors.initials: H
authors.lastname: White
authors.affiliation: Faculty of Health, University of Technology Sydney, Australia.
authors.forename: Carolyn
authors.initials: C
authors.lastname: Hayes
authors.affiliation: Institute for Interactive Media and Learning, University of Technology, Sydney.
authors.forename: Nicola
authors.initials: N
authors.lastname: Parker
authors.affiliation: School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Australia.
authors.forename: Michelle
authors.initials: M
authors.lastname: Kelly
authors.affiliation: Faculty of Health, University of Technology Sydney, Australia.
authors.forename: Rebecca
authors.initials: R
authors.lastname: Disler
authors.affiliation: Faculty of Health, University of Technology Sydney, Australia.
authors.forename: Amanda
authors.initials: A
authors.lastname: Cottle
mesh_terms: D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate; D018961:Educational Technology; D004645:Empathy; D006801:Humans; D008348:Manikins; D018794:Problem-Based Learning; D000066908:Simulation Training; D013338:Students, Nursing / Q000523:psychology*
keywords: Manikins; Nursing education; Nursing students; Simulation; Student engagement