Further more educating students are a complex task. Education requires comprehensive preparation as well as continuous monitoring of the academic and administrative functions to provide whatever is needed in enhancing the education system of an educational institution (Lee, 2010).
One of the most obvious barriers to implement simulation program in healthcare professionals' education and in clinical settings is cost. Initial setup costs and the costs of maintaining an up-to-date simulation laboratory can be challenging (Parker & Myrick, 2009). While research and documented experience with using simulation in nursing education is increasing, there is limited research pertaining to evidence-based principles or theory on how students …show more content…
Role play may be uncomfortable for some students, and may be difficult to suspend disbelief regarding the level of realism of the simulation. Having too many students in a case leaves students feeling did not learn what was intended. Abruptly ending simulations can lead to student frustration and therefore decreased satisfaction (Jensen et al., 2009)
And therefore, many faculty members lack experience with simulation, have little time for additional training, and need expert guidance in conducting simulation (Mauro, 2009).
Further more learning to become proficient with technology is a challenge faced by nurses and nurse educators alike. Though expert nurses are able to more easily shift the focus from patient to machine to patient and back again, novice nurses may struggle with technology and this struggle may cause significant personal and professional repercussions (McGrath, 2008).Groups of nurses need support and assistance in attaining proficiency with technology. Nurses’ perception is a rigid expectation to be an expert with technology and the lack of the confidence or the ability makes the nurse look incompetent (Almerud et al.,
One of the most obvious barriers to implement simulation program in healthcare professionals' education and in clinical settings is cost. Initial setup costs and the costs of maintaining an up-to-date simulation laboratory can be challenging (Parker & Myrick, 2009). While research and documented experience with using simulation in nursing education is increasing, there is limited research pertaining to evidence-based principles or theory on how students …show more content…
Role play may be uncomfortable for some students, and may be difficult to suspend disbelief regarding the level of realism of the simulation. Having too many students in a case leaves students feeling did not learn what was intended. Abruptly ending simulations can lead to student frustration and therefore decreased satisfaction (Jensen et al., 2009)
And therefore, many faculty members lack experience with simulation, have little time for additional training, and need expert guidance in conducting simulation (Mauro, 2009).
Further more learning to become proficient with technology is a challenge faced by nurses and nurse educators alike. Though expert nurses are able to more easily shift the focus from patient to machine to patient and back again, novice nurses may struggle with technology and this struggle may cause significant personal and professional repercussions (McGrath, 2008).Groups of nurses need support and assistance in attaining proficiency with technology. Nurses’ perception is a rigid expectation to be an expert with technology and the lack of the confidence or the ability makes the nurse look incompetent (Almerud et al.,