Winds of change:
Donna Ricketts, MSN, RN, CNE, OCNCindy Frazer, MS, RN-BC, CNE, CMSRNKristina Petrey, MSN, RNYalanda Baker-Scalf, MSN, RN
A struggle to win buy-in and build a strong simulation program
Objectives
1. Describe a process used to ensure that a simulation program was thoughtfully integrated into an ADN curriculum.
2. Discuss the literature regarding the use of simulation in nursing education.
3. Discuss techniques to obtain faculty buy-in for simulation in a nursing education program.
4. Determine specific questions that must be answered regarding development of simulation in a curriculum.
THE SIMULATION TASK FORCE
Donna Ricketts, MSN, RN, CNE, OCN
Rationale for Task Force
• Clinical Inconsistency
• Limited clinical sites
• Recognition of emerging trends
Formulation of Task Force
• Grant funding
• Simulation Task Force committee members
• Choice of clinical release time/overtime pay
Original Goal
• Department Chair envisioned a formal simulation program to start in the Spring of 2011
• Task force considering space, faculty & staffing issues, and equipment needed for a “simulation center”
Changes in Focus
• Progressed to incorporating simulation into curriculum .
• Concepts that may be better taught using simulation
• Opportunity for faculty to use simulation to meet student learning outcomes
Process and Timeline
• September 3: Feedback from colleagues and seek programs to tour
• September 17: Literature search and feedback of each level
• October 1: Formulate a vision, review student learning outcomes
Process and Timeline
• October 15: First draft of simulation plan, continue to tour facilities
• January 2011: Report to faculty
Vision
Simulation will be utilized throughout the ADN curriculum to enhance
didactic content and as a method to provide equitable client experiences for
all students.
REVIEW OF THE LITERATURE
Cindy Frazer, MS, RN-BC, CNE, CMSRN
Literature Review Method
• 4 independent reviews
• Results integrated
Definition of simulation
• No one clear definition of simulation
• We defined simulation as:the act of imitating a nursing situation or process for the purposes of performance optimization including clinical reasoning, affective processing, and psychomotor skills.
Efficacy of simulation for nursing education
• Simulation is effective–more research needed
• Gains in– Knowledge– Critical thinking– Confidence
• Debriefing is critical
Uses of simulation in nursing education
• Student’s perceptions– Increased confidence– Enjoy the experience
• Topics
• Amount of simulation– NCSBN study
Simulation for evaluation
• Minimal research• Subjectivity– Evaluation may not be equitable
• High-stakes assessment via simulation– Employment– Licensure?
FACULTY BUY-IN
Kristina G. Petrey, MSN, RN
Faculty Buy-In
• Why do you need the faculty on board?
• Is it possible to bring in a stray faculty member or group?
Faculty Buy-In
• Poll the faculty
• Identify the change agents
• Know your team members
Faculty Buy-In
• Some faculty members might say:
– “I don’t want to give up clinical time”
– “I am not good with technology”
– “Students won’t value it”
Faculty Buy-In
• Expand the vision of simulation
– Gather like minds together
– Define simulation
– Literature review
Faculty Buy-In
• Expand the vision of simulation
– Pilot simulation in one course
– Involve as many faculty in process as possible
Faculty Buy-In IDEAS
• Where do I start?
– Educate faculty members about simulation
– Remind faculty that this is not a new process
Faculty Buy-In IDEAS
• Where do I start?
– Expose faculty to simulation – Experiment with faculty during faculty
development events
Faculty Buy-In IDEAS
• Advertise
– Give student success feedback to faculty
– Invite faculty members to simulation experiences
Faculty Buy-In IDEAS
• Advertise
– Gather detailed student feedback
– Suggest various uses of simulation
WHAT WILL WORK FOR YOUR PROGRAM?
YALANDA BAKER-SCALF, MSN, RN
Curriculum Goals
• Accomplish student objectives• Enhance patient safety• Develop critical thinking• Promote communication skills• Increase emergency experiences• Equalize clinical experiences
To Use for Student Evaluation, or Not?
• Will the simulation be used for practice sessions only?
• Will the simulation be used for a graded check-off?
Resources Needed
• Simulation Equipment• Physical Space for Lab• Other Supplies and Equipment• Cost of Training of Faculty• Faculty Time to Develop Scenarios• Pre-packaged scenarios
Objectives
1. Describe a process used to ensure that a simulation program was thoughtfully integrated into an ADN curriculum.
2. Discuss the literature regarding the use of simulation in nursing education.
3. Discuss techniques to obtain faculty buy-in for simulation in a nursing education program.
4. Determine specific questions that must be answered regarding development of simulation in a curriculum.
References
Bambini, D., Washburn, J., & Perkins, R. (2009). Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment. Nursing Education Perspectives, 30, 79-82.
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Book highlights from educating nurses: A call for radical transformation. Retrieved from http://www.carnegiefoundation.org/elibrary/educating-nurses-highlights#summary.
Cant, R.P., & Cooper, S.J. (2009). Simulation-based learning in nurse education: Systematic review. Journal of Advanced Nursing, 39 (2), 3-15.
Cato, M. L., Lasater, K. & Peeples, A. I. (2009). Nursing students’ self-assessment of their simulation experiences. Nursing Education Perspectives, 30, 105-108.
References
Crimlisk, J.T., Johnstone, D.J., & Sanchez, G.M. (2009). Evidence-based practice, clinical simulations workshop, and intravenous medications: Moving toward safer practice. MEDSURG Nursing, 18, 153-160.
Decker, S. (2007). Simulations: Education and ethics. In P. R. Jeffries (Ed.), Simulation in nursing education: From conceptualization to evaluation. (pp. 11-19). New York, NY: National League for Nursing.
Dreifuerst, K.T. (2009). Essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspectives, 30, 109-114.
Gantt, L.T. (2010). Using the Clark simulation evaluation rubric with associate degree and baccalaureate nursing students. Nursing Education Perspectives, 31, 101-105.
Havanscek, M.T. (2007). Using simulations in nursing education. In P. R. Jeffries (Ed.), Simulation in nursing education: From conceptualization to evaluation. (pp. 1-9).New York, NY: National League for Nursing.
References
Medley, C. & Horne, C. (2005). Educational innovations. Using simulation technology for undergraduate nursing education. Journal of Nursing Education, 44 (1), 31-34.
National Council of State Boards of Nursing (NCSBN). (n.d.). The national simulation study. Retrieved from https://www.ncsbn.org/2094.htm
Shepard, C.K. (2010). Investigating the use of simulation as a teaching strategy. Nursing Standard, 24, 42-48.
Shiavenato, M. (2009). Reevaluating simulation in nursing education: Beyond the human patient simulator. Journal of Nursing Education, 48, 388-394.
Smith, S. J. & Roehrs, C. J. (2009). High-fidelity simulation: Factors correlated with nursing student satisfaction and self-confidence. Nursing Education Perspectives, 30, 74-78.
References
Smith-Stoner, M. (2009). Using high-fidelity simulation to educate nursing students about end-of-life care. Nursing Education Perspectives, 30, 115-120.
Smith-Ward, P. (2008) The effect of simulation learning as a quality initiative. Urologic Nursing, 28, 471-473.
Task Force on Academic Health Centers, The Commonwealth Fund. (2004, February) Envisioning the future of academic health centers. Retrieved from http://www.commonwealthfund.org/Content/Publications/Fund-Reports/2003/Feb/Envisioning-the-Future-of-Academic-Health-Centers.aspx
Tuoriniemi, P. & Schott-Baer, D. (2008). Implementing a high-fidelity simulation program in a community college setting. Nursing Education Perspectives, 29, 105-109
Presenters
• Donna Ricketts, MSN, RN, CNE. OCN– [email protected]
• Cindy Frazer, MS, RN-BC, CNE, CMSRN– [email protected]
• Kristina Petrey, MSN, RN– [email protected]
• Yalanda Baker-Scalf, MSN, RN– Yalanda.Baker-Scalf @EKU.edu
Eastern Kentucky University, Richmond, Kentucky
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