Electronic Theses and Dissertations

Identifier

1407

Date

2015

Date of Award

5-28-2015

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Concentration

Instructional Design and Tech

Committee Chair

Clif Mims

Committee Member

Deborah Lowther

Committee Member

Emery Trey Martindale

Committee Member

Lisa Hight

Abstract

Authentic learning is rooted in the idea that learning is situated within a real world context. The learning is then assessed through the performance of a skill or demonstration of applied knowledge (authentic assessment). Using simulation in healthcare education allows students to engage in authentic tasks, and in turn, develop the many skills they need in order to be successful healthcare practitioners. While simulation is not a new concept, advancements in Human Patient Simulators (HPSs) have furthered the possibilities available for the simulation experience, and the use of HPSs continues to grow. Professional development is an important support for undergraduate faculty interested in integrating simulation into the curriculum. The purpose of this research was to address the following four research questions: What are the current faculty perceptions of simulation?, What professional development needs do faculty report concerning simulation implementation?, After participating in simulation-related faculty development, what strategies do faculty perceive as most helpful?, and What are the benefits and barriers concerning simulation-related faculty development, and how do these findings compare to findings from existing research? Data were gathered concerning faculty perceptions of simulation and faculty development, and participants completed an online training module entitled Simulation Basics. After completing the training, participants were asked about their perceptions of training, and about the benefits and barriers of simulation-related training. The results of this study were that faculty generally have a positive view of simulation and that they prefer self-paced learning along with hands-on workshops. It was also discovered that faculty need several forms of support in order to feel comfortable enough to use simulation in their curriculum and this support is also highly relevant to overcoming the barriers to simulation implementation.

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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