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Survey of outcomes in a faculty development program on simulation pedagogy

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  • Young Sook Roh
  • Mi Kang Kim
  • Thitiarpha Tangkawanich

Abstract

Although many nursing programs use simulation as a teaching‐learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre‐course and post‐course design. Sixteen Thai participants completed a two‐day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self‐perceived learning about simulation teaching showed significant post‐course improvement. On a five‐point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post‐course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation‐based learning domain.

Suggested Citation

  • Young Sook Roh & Mi Kang Kim & Thitiarpha Tangkawanich, 2016. "Survey of outcomes in a faculty development program on simulation pedagogy," Nursing & Health Sciences, John Wiley & Sons, vol. 18(2), pages 210-215, June.
    • Handle: RePEc:wly:nuhsci:v:18:y:2016:i:2:p:210-215
    DOI: 10.1111/nhs.12254
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