Baccalaureate minority nursing students’ perceptions of high-fidelity simulation

6^th World Nursing and Healthcare Conference

August 15-17, 2016 London, UK

Crystal Graham and Teresa Atz

Medical University of South Carolina, USA

Posters & Accepted Abstracts: J Nurs Care

Abstract :

To date, a gap exists in understanding the role demographic variables may have on student outcomes in simulation, although the prevailing theory suggests that simulation can accommodate diverse learning styles and teaching methods and allow students and groups with varying cultural backgrounds to benefit from the experience. The landmark 2014 National Council of State Boards of Nursing (NCSBN) study determined HFS to be effective in adequately preparing nursing students; however, it remains unclear if simulation is an effective method of teaching minority students as simulation studies have primarily included as a homogenous sample of both students and manikins. A major limitation of the 2014 NCSBN study was that more minority students dropped out of the 50% substitution with simulation group than the 25% substitution with simulation group and traditional clinical group, and this was statistically significant. In addition, a large number of the minority students in the 50% substitution with simulation group withdrew from the study because of no longer wanting to participate. Currently, no studies exist either examining directly or indirectly the minority nursing students� perception of simulation. This qualitative study examined baccalaureate minority nursing students� perceptions of high-fidelity simulation. Three focus groups assigned by race were conducted in junior and senior students who have previously participated in high-fidelity simulation. Three themes and two subthemes emerged: a need to keep the peace, pressure to perform, and demographics as a factor in simulation with subthemes: isolation and discrimination and faculty role. Results confirmed that current simulation practices in nursing education may exist as barriers to minority students.

Biography :

Email: atz@musc.edu