Simulation: An active learning pedagogy for an undergraduate nursing leadership course

Abstract

Background: Interpretive pedagogy with simulation encourages students to consider multiple perspectives contextually leading students to think deeper in a shared learning environment.

Problem: Clinical sites were lacking in a senior nursing leadership and management course and necessitated the adaptation of traditional clinical teaching methodologies.

Approach: Low-fidelity simulation was used as an active learning strategy to fulfill clinical hours.

Outcomes: Comparing student groups' pretest mean scores were not significant (p = .610; 95% confidence interval [CI] [-0.95, 0.12]). Comparatively, the student groups' posttest scores ranging between 87% and 90%, respectively, were also not statistical significance (p = .136, 95% CI [-0.95, 0.12]).

Conclusion: Students were positive about their experience. They appreciated the opportunity to practice what they learned in the classroom in a safe environment. As a result, simulation in a senior nursing leadership course can be successfully used as an alternative to traditional clinical experiences and fulfill clinical hour requirements.

Keywords: active learning strategy; interpretive pedagogy; nursing leadership course; nursing students; simulation.