Introduction: Simulation-based learning is a teaching methodology, which provides the students with a learning opportunity in an environment that simulates the clinical settings, where mistakes and learning can happen without any risk of patient harm. However, despite of its importance, there is a lack of empirical studies about simulation-based learning in the United Arab Emirates.
Aim: To explore and describe the perceptions of the nurse educators regarding simulation-based learning in the undergraduate nursing education and the hindering and facilitating factors for effective simulation-based learning in the United Arab Emirates in order to develop strategies for effective simulation-based learning.
Research design: A complex mixed method design.
Methods: The study design comprised four phases.
• Phase one: qualitative exploratory, descriptive, and contextual design, in which purposive sampling was used to collect data from 18 nurse educators working in two nursing colleges in the United Arab Emirates through individual interviews. Data was analysed using thematic analysis with the assistance of NVivo QSR software version 12.
• Phase two is a descriptive quantitative design, in which sampling for the entire population was used to collect data from 45 nurse educators working in two nursing colleges in the United Arab Emirates using a modified Simulation Culture Organizational Readiness Survey. Data was analysed with the assistance of the Statistical Package for Social Sciences Software using descriptive and inferential statistics.
• Phase three is meta-inferences: where mixing of data from both phase one and phase two was done to guide the process of phase four. The first three phases represent the exploratory sequential mixed method.
• Phase four is a modified e-Delphi technique: Purposive sampling was used among academic leaders and the nurse educators in the two nursing colleges, to develop a consensus on the strategies for effective simulation-based learning in the undergraduate nursing education. In this phase, data was collected through emails and online questionnaires. One hundred percent agreement on the proposed strategies granted, which indicated that the participants had reached the consensus.
Results and conclusion: Based on the nurse educators and academic leaders’ needs and perceptions, the SBL strategic recommendation developed, these recommendations that are aligned with the international simulation-based learning recommendation and practices. There was evidence between the perceived influencing factors and the utilization of simulation-based learning in the nursing colleges. This study evolved in many implications and recommendation in regard to the strategies for effective simulation-based learning to benefit nursing education.
Key terms / concepts: Simulation, Simulation-based learning, Undergraduate nursing
education, Strategies, Nurse educators, Effectiveness, Academic leaders. / Thesis (PhD)--University of Pretoria, 2021. / Nursing Science / PhD / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/79546 |
| Date | January 2021 |
| Creators | Al-Qatawneh, Ruqaya A. |
| Contributors | Mulaudzi, Fhumulani Mavis, ruq.kat88@yahoo.com, Sepeng, Nombulelo |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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