The pedagogical ebb and flow of human patient simulation: empowering through a process of fading support

The Journal of Nursing Education
Brian Parker, Florence Myrick

Abstract

The use of the high-fidelity human patient simulator (HPS)-based clinical scenario in undergraduate nursing education is a powerful learning tool, well suited to modern nursing students' preference for immersive construction of knowledge through the provision of contextually rich reality-based practice and social discourse. The purpose of this study was to explore the social-psychological processes that occur within HPS-based clinical scenarios. Grounded theory method was used to study students and faculty sampled from a Western Canadian baccalaureate nursing program. The process of leveled coding generated a substantive theory that has the potential to enable educators to empower students through the use of fading support, a twofold process composed of adaptive scaffolding and dynamic assessment that challenges students to realistically self-regulate and transform their frame of reference for nursing practice, while limiting the threats that traditional HPS-based curriculum can impose.

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Citations

May 8, 2015·The Journal of Nursing Education·Jane B Paige, Karen H Morin
Aug 9, 2017·The Journal of Nursing Education·Xuelin ZhangVioleta Lopez
Nov 3, 2015·Nursing Education Perspectives·Pamela R JeffriesKatie Adamson
Dec 11, 2020·Nurse Education Today·Jorunn A HandelandMariann Fossum

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