1Associate Professor, College of Nursing, King Saudi University, Riyadh, 11421
2Associate Professor and Vice Dean, College of Applied Sciences, AlMaarefa University, Riyadh, 11597, Kingdom of Saudi Arabia
3Graduate Assistant Health Administration Program, Department of Public Health, University of North Florida, 1 UNF Drive, Jacksonville, Florida, 32224
4Assistant Professor, Health Administration Program, Department of Public Health, University of North Florida, 1 UNF Drive, Jacksonville, Florida, 32224
5College of Medicine, Ibn Sina National College, P.O. Box 50535, Riyadh, 11533
*Corresponding Author: Hanadi Y. Hamadi, PhD Assistant Professor, Health Administration Program Department of Public Health, University of North Florida 1 UNF Drive, Building 39 Room 4033, Jacksonville, Florida, 32224 Tel: 904-620-5314, Fax: 904-620-1035 Email: H.hamadi@unf.edu
Online published on 2 November, 2018.
Past studies have revealed high fidelity simulations to be effective. However, factors that influence leadership capacity to promulgate successful simulation training have yet to be explored comprehensively.
A nonexperimental, cross-sectional comparative analysis was utilized. A sample of 115 nursing faculty completed a two-section questionnaire.
Faculty ability to relay clear communication and learning objectives as well as their assessment of students’ acquisition of simulation training were found to possess a statistically significant outcome on simulation effectiveness.
Ensuring continued progress in simulation education require those within leadership capacities to address the present design of simulation-learning environments.
Simulation, Nursing Leadership, Nurse Faculty, Simulation Competency, Best Practices
