Sujeong Kim1, Chang Park2, Jennifer O'Rourke3. 1. University of Illinois at Chicago College of Nursing, USA. Electronic address: skim467@uic.edu. 2. University of Illinois at Chicago College of Nursing, USA. 3. Loyola University Chicago, Marcella Niehoff School of Nursing, USA.
Abstract
BACKGROUND: Best practice standards of simulation recommend standardized simulation training for nursing faculty. Online training may offer an effective and more widely available alternative to in-person training. OBJECTIVES: Using the Theory of Planned Behavior, this study evaluated the effectiveness of an online simulation training program, examining faculty's foundational knowledge of simulation as well as perceptions and intention to adopt. DESIGN: One-group pretest-posttest design. SETTING: A large school of nursing with a main campus and five regional campuses in the Midwestern United States. PARTICIPANTS: Convenience sample of 52 faculty participants. METHODS: Knowledge of foundational simulation principles was measured by pre/post-training module quizzes. Perceptions and the intention to adopt simulation were measured using the Faculty Attitudes and Intent to Use Related to the Human Patient Simulator questionnaire. RESULTS: There was a significant improvement in faculty knowledge after training and observable improvements in attitudes. Attitudes significantly influenced the intention to adopt simulation (B=2.54, p<0.001). CONCLUSIONS: Online simulation training provides an effective alternative for training large numbers of nursing faculty who seek to implement best practice of standards within their institutions.
BACKGROUND: Best practice standards of simulation recommend standardized simulation training for nursing faculty. Online training may offer an effective and more widely available alternative to in-person training. OBJECTIVES: Using the Theory of Planned Behavior, this study evaluated the effectiveness of an online simulation training program, examining faculty's foundational knowledge of simulation as well as perceptions and intention to adopt. DESIGN: One-group pretest-posttest design. SETTING: A large school of nursing with a main campus and five regional campuses in the Midwestern United States. PARTICIPANTS: Convenience sample of 52 faculty participants. METHODS: Knowledge of foundational simulation principles was measured by pre/post-training module quizzes. Perceptions and the intention to adopt simulation were measured using the Faculty Attitudes and Intent to Use Related to the HumanPatient Simulator questionnaire. RESULTS: There was a significant improvement in faculty knowledge after training and observable improvements in attitudes. Attitudes significantly influenced the intention to adopt simulation (B=2.54, p<0.001). CONCLUSIONS: Online simulation training provides an effective alternative for training large numbers of nursing faculty who seek to implement best practice of standards within their institutions.