The aim of our study was to explore the implementation of Mask-Ed™ (KRS simulation), hereafter referred to as Mask-Ed, from the perspective of nursing educators at the Southern Institute of Technology (SIT), Invercargill, New Zealand (NZ). Our auto ethnographic narrative inquiry provided an ethically robust platform for us to review our teaching practice and to consider changes for improvement.
SIT hosted the first Mask-Ed workshop in NZ to broaden their repertoire of simulation modalities. The Mask-Ed approach uses realistic life-like silicone props, worn by the educator to transform into a character, with a history, and story (Reid-Searl et al. 2011, 2012, 2014, Rhodes & Reid-Searl 2015). Mask-Ed mimics ‘real’ clinical settings, giving an opportunity for students to achieve specific learning in areas of assessment, planning, and intervention. It offers an authentic context where critical thinking, and clinical reasoning develop without harm to vulnerable individuals.
Four themes emerged from our study:
- Vulnerability, responsibility, and passion
- The art of masking
- Healthy scepticism from others
- Breaking down silos.
This research validated Mask-Ed as an authentic member of our simulation cannon. The research has become a genesis for further studies including:
A longitudinal study that examines the impact of learning for the students when in the clinical setting. Does Mask-Ed make a difference to their practice?
An evaluation of the students’ perceptions of interprofessional education. Has Mask-Ed made a difference to their clinical practice?
Keywords: Mask-Ed (KRS simulation), autoethnographic, vulnerability, experiential learning