Using Case Study to Examine Simulation in a Problem-Based Course

Abstract

Background: In the last decade, simulation-based learning has flourished with the context of professional practice and education. Within this development, the value of enhancing problem-based learning (PBL) with technology, specifically high-fidelity simulation has not been well investigated. More specifically, baccalaureate nursing students’ perspectives in using a high-fidelity simulation (HFS) activity during a theoretical problem-based nursing course have not been examined.

Purpose: This study explored the perceptions of second year nursing students when HFS and PBL were integrated in a theoretical nursing course.

Method: In this study, a descriptive, qualitative research design, specifically case study methodology (Stake, 2005) was used to explore the research inquiry. A convenience sample of 19 nursing students were recruited to participate in one of three focus groups.

Results: The findings of the study highlighted the educational value of integrating simulation-based learning in a problem-based theoretical nursing course. Students commented on the importance of understanding new knowledge in the classroom context with the following thematic perceptions: 1) bridging theory and practice, 2) integrating knowledge from other courses, 3) enhancing confidence for practice, 4) learning together, and 5) learning in a safe environment.

Conclusion: As nursing students engage in problem-based learning, it is valuable to consider opportunities whereby professional practice concepts are better understood with the merging of two active forms of teaching and learning, PBL, and simulation- based learning.