Faculty Development in High Fidelity Clinical Simulation

Abstract

High fidelity simulation (HFS) is an educational format that demonstrates a realistic situational approach to learning.  The purpose of this study was to evaluate the effect of a HFS educational action plan on faculty members’ perceived comfort levels with utilization of HFS as an integrative teaching methodology.A sample of 42 educators from an accredited RN nursing school in the northeast was used.  Data was collected using the Jones Faculty Comfort Assessment Tool.Results were presented using percentages, frequencies, and t-test.  The findings revealed a statistically significant pre and post comfort level in the utilization of HFS with a p<0.001 following the educational component of the study; along with the reporting from faculty of the need for a simulation specialist, p<0.001; demonstration practice, p<0.001; the provision of a simulation committee, p=0.008; and a simulation workshop, p<0.001.  Faculty did not demonstrate statistically significant results pre and post comparisons in the amount of time needed to plan, p=0.664; implement, p=0.083; and evaluate, p=1.00; the utilization of HFS; or the need for release time, p=1.00; or colleague collaboration, p=0.103.  The results suggested that while nursing faculty feel the use of HFS is a viable teaching strategy, there is significant trepidation on their part in the comfort of its use.  There is significant need for nursing programs to provide faculty with formal educational programs and support, to facilitate the use of HFS as a teaching strategy.