- Journal of Nursing Education
- July 2012 - Volume 51 · Issue 7: 365-372
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.
Dr. Parker is Faculty, Faculty of Health and Community Studies, Grant MacEwan University, Ponoka; and Dr. Myrick is Professor and Associate Dean, Teaching & Learning, Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to Brian Corey Parker, PhD, RN, Faculty, Faculty of Health and Community Studies, Psychiatric Nursing Program, Grant MacEwan University, Dave Russell Education Complex, Centennial Centre for Mental Health and Brain Injury, Box 1000, Ponoka, Alberta T4J 1R8, Canada; e-mail: .email@example.com