| Simulation in nursing education is becoming an accepted and integrated teaching strategy. The use of simulation activities have been identified to address concerns of patient safety, student preparation, and lack of clinical experience due to decreasing clinical spaces. The research on simulation has exponentially increased but it focuses mostly on the student perspective of the usefulness and relevance, and on the high-fidelity end of the simulation continuum. There is paucity in the literature that explores the experiences of nurse faculty in using simulation activities on a continuum from low to high fidelity as a teaching strategy. This basic qualitative study used a researcher-developed, semi-structured interview guide to answer the research question: "How do BScN nurse education faculty describe their experiences with simulation as a teaching strategy for students?" Nine faculty members in baccalaureate collaborative nursing education programs from across Ontario were interviewed with five themes arising from manual inductive analysis and codified using Merriam's (2009) qualitative process, with constant comparative content analysis. Saldana's (2013) coding methodology was used to finalize the codes before analysis. These themes are Still Outsiders; Two is Better Than One; Curriculum Must Align; Keeping It Running, and Practice Still Makes Perfect. The findings of this study deepening the understanding of faculty experiences using low and high fidelity simulation in nursing education and has implications for usage of simulation in achieving praxis in nursing education. |
