Designing simulation learning experiences to reduce technological burden on nursing academics: A discussion paper

Objective: The literature reports nursing academics avoid manikin-based simulation because they feel intimidated by the technology. With that in mind we sought to design a manikin-based simulation learning experience for nursing students, with low technological burden for those nursing academics expected to work with the technology. Setting: A multi-campus Australian regional university school of nursing. Subjects Nursing academics with little or no experience in manikin-based simulation. Primary argument: Nursing academics are encouraged to use manikins in their clinical teaching but little has been done to address their fears and concerns around the technology. We argue that taking simple steps to decrease the technological burden will help to encourage nursing academics uptake of manikin-based simulations, as a favoured pedagogy in clinical teaching. Conclusion: The technological burden around manikin-based simulation was reduced by: (1) choosing medium level fidelity simulations, (2) designing simulations where students operate the equipment, (3) preparing participants for the SLE with a pre-brief video and instruction handouts, (4) offering academics roles as observers, and (5) providing on-site technological support. Nursing academics were encouraged by the process and more inclined to engage with manikin simulations. Designing simulations that address nursing academics' fears and concerns around simulation technology encourages simulation uptake.