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dc.contributor.authorBahri, Hibahen
dc.description.abstractBackground. To optimize the use of simulation technology, it is important to understand its educational practices and the theoretical underpinning that currently supports its use. The purpose of this thesis was, therefore, to explore the current use of clinical simulation in undergraduate nursing education in a specific context and to understand the theoretical and pedagogical principals that underpin the use of simulation. Methods. A scoping review, using the Joanna Briggs Institute (JBI) methodology, was conducted to determine which learning theories are suited for simulation in undergraduate nursing education. A descriptive cross-sectional survey of Saudi Arabian schools of nursing was undertaken to explore the use and types of simulation and the pedagogical principles underpinning their use. Results. The scoping review results showed that the majority of literature focused on constructivism and experiential learning theory. Findings suggest there is a lack of empirical research on clinical simulations in nursing education that include educational theories. A combination of theories might be applied to frame simulation experiences for optimal effectiveness. It is possible for a variety of learning theories to be applied to the three distinct steps involved in simulations. The cross-sectional survey responses indicated that faculty members have a growing interest in using simulation and that there are an increasing numbers of nursing schools planning to purchase clinical simulation scenarios and equipment. The survey results pointed to the need for enhancing the pedagogical principle and practices associated with the use of clinical simulation. Lack of adequate staff training and clinical staff numbers, lack of time, lack of support from administrators and technical individuals, and lack of equipment were the main constraints to the use of this technology. Conclusion. More primary research should be conducted to assess the benefit that students gain when clinical simulation teaching and learning are underpinned by learning theory. Simulation is an evidence-based strategy to facilitate high-quality experiences that foster students’ critical-thinking and clinical-reasoning skills. It is important to focus on the methodology of simulation rather than the technology. Therefore, Saudi Arabian nursing schools should spend time considering how to best use simulation in their curricula to promote student learning.  en
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
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dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.subjectuse of simulationen
dc.subjectHuman Patient Simulation Manikinsen
dc.subjectSaudi Arabiaen
dc.subjectLearning theoryen
dc.titleThe Current Use of Human Patient Simulation Manikins in Saudi Arabian Nursing Schools: A Sequential Exploratory Studyen
dc.contributor.supervisorTregunno, Deborah
dc.contributor.departmentNursingen's University at Kingstonen

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Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
Except where otherwise noted, this item's license is described as Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada