Using Q-Methodology to Reveal Nurse Educators' Perspectives about Simulation Design

• The number of different perspectives nurse educators use to design simulations is unknown.
• Nurse educators hold an overriding consensual perspective about simulation design.
• Secondary bipolar factors reveal nurse educators also hold opposing views on student role assignment, providing student support, and stopping a simulation.
• Ongoing educational development for nurse educators to clarify their perspective about simulation design is essential.
• Educational research on the extent to let students struggle during simulation activities and the emotional preparation students need before simulation activities is crucial.

BackgroundConsidering educators can hold varying beliefs toward teaching, it is to be expected a certain degree of subjectivity exists as educators make choices when designing and conducting simulation activities. The aim of this study was to discover nurse educators' perspectives (patterns of thought) about simulation design.MethodIn a Q-methodological approach, 44 nurse educators rank ordered 60 opinion statements about simulation design into a quasi-normal distribution grid.ResultsFactor analysis revealed nurse educators share an overriding Facilitate the Discovery perspective. Two secondary bipolar factors revealed educators hold opposing views about student role assignment, degree to provide student support, and when and if to stop a simulation.ConclusionsResults suggest that ongoing and sustained educational development along with time for nurse educators to clarify their perspective about simulation design is essential. Further educational research on the extent to let students struggle during simulation activities and the emotional preparation students need before simulation activities is crucial. Awareness of perspectives (individual and shared) about simulation design enhances instructional delivery and develops educators' skill in simulation pedagogy.