Date of Award
Fall 12-1-2023
Degree Type
Dissertation
Degree Name
PhD Health Sciences
Department
Health and Medical Sciences
Advisor
Genevieve Zipp, PT, EdD, FNAP
Committee Member
Michelle D'Abundo, PhD, MSH, CHES
Committee Member
Deborah Deluca, MS, JD
Keywords
Nursing faculty readiness, online simulation, online readiness, online education readiness, organization readiness
Abstract
Problem: Academic institutions have employed online simulations in nursing education to meet the needs of the growing nursing student population and demands for distance learning. While some nursing educators have been trained to use simulation learning experiences, few have specific training in applying online simulation as a teaching strategy. With a dearth of evidence in the literature specific to the use of online simulation in nursing education, exploring nursing faculty's perceived individual and organizational readiness to do so is warranted to optimize the use of this innovation.
Purpose: This study explored the nursing faculty's perceived individual and organizational readiness to use online simulation as a teaching strategy.
Methods: The study utilized a mixed-method convergent design to address the two central research questions. This design involved collecting both quantitative and qualitative data concurrently; the results of both methods were then combined to obtain a complete understanding of the research problem (Creswell & Creswell, 2018). The participants received an online survey that contained two parts. Part A included a brief introduction to the study and several demographic questions. Part A also contained the PI’s self-developed open-ended questions, which focused on the nursing faculty's perceptions of their readiness to employ online simulation in terms of their knowledge about, attitude towards, and confidence regarding their ability in this teaching method. Four open-ended questions dealt with the faculty member’s perception of his or her organization’s readiness to adopt online simulation in nursing education. Overall, the participants were asked to answer 13 open-ended questions on a qualitative basis to explore their points of view. Part B quantitatively identified nursing faculty perceptions of their organization’s readiness to integrate online simulation as measured by the SCORS survey.
Results: The study surveyed highly experienced and full-time nursing faculty members from Baccalaureate nursing programs to explore their readiness to use online simulation in nursing education. The study found that the faculty members positively perceived their readiness and that of their organizations via the SCORS score to integrate this innovation into nursing education.
Conclusion: By exploring faculty’s perceived readiness and perceptions of themselves and their organizations, academic institutions can gain valuable insights that can assist them in integrating online simulation into nursing education. Given the high demand for nurses in the coming years, it is crucial to provide efficient and practical training for students to meet this demand. The study's findings suggest that institutions should focus on preparing faculty and ensuring organizational readiness to support the implementation of online simulation in nursing education. Doing so will enable them to deliver high-quality education that meets the needs of the healthcare industry.
Recommended Citation
Torres, Luz-Patricia, "Exploring Nursing Faculty Perceived Individual and Organizational Readiness to Use Online Simulation as a Teaching Strategy" (2023). Seton Hall University Dissertations and Theses (ETDs). 3145.
https://scholarship.shu.edu/dissertations/3145
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Interprofessional Education Commons, Nursing Commons, Teacher Education and Professional Development Commons
