Results revealed four major viewpoints held by faculty including: (a) Positive Enthusiasts, (b) Traditionalists, (c) Help Seekers, and (d) Supporters. In conclusion, simulation was perceived to be an important element in nursing education. Overall, there was a belief that clinical simulation requires (a) additional support in terms of the time required to engage in teaching using this modality, (b) additional human resources to support its use, and (c) other types of support such as a repository of clinical simulations to reduce the time from development of a scenario to implementation. Few negative voices were heard. It was evident that with correct support (human resources) and training, many faculty members would embrace clinical simulation because it could support and enhance nursing education.
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In this study nursing faculty perceptions of the implementation of simulation in schools of nursing across Ontario, Canada, were explored using the Q-methodology technique. Building on her secondary interest in the use of appropriate technologies (a principle of primary health care), this work was conducted during Dr. Valaitis' short term role as the Director of Learning Technologies for the Faculty of Health Sciences, McMaster University.
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http://www.ncbi.nlm.nih.gov/pubmed/19176404
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Evaluation of the Use of Clinical Simulation in Ontario Nursing Programs