Effective Teaching Behaviours in Using High Fidelity Simulation

Abstract

The use of high fidelity human patient simulation is increasing in nursing education programs. Simulation is used to help enhance students’ problem solving abilities, facilitate psycho-motor, communication and assessment skills, and develop their level of critical thinking. Much of the current literature focuses on the effects of simulation on critical thinking, learning outcomes, building students’ confidence, enhancing students’ satisfaction with learning, and acquiring psycho-motor skills. What is absent from the literature is research on how to use this teaching modality effectively. In a teaching-learning activity, the teacher carries out intentional behaviours to assist the student in the learning process. In these purposeful teacher-learner interactions, both verbal and non-verbal actions are carried out. The nurse educator’s actions are particularly relevant in a clinical simulation where the student is attempting to apply theory to practice, and the presence of the instructor may help facilitate the student’s learning through cueing, nodding or other verbal or non-verbal behaviours. This paper presents the initial findings of a qualitative study, an ethnography, used to examine nursing students’ perceptions of instructors’ cueing behaviours in a clinical simulation learning experience which they find effective for their learning.