Taking Learning to the Next Level Beatrice Kastenbaum, RN, MSN, CNE Introduction to Simulation for New Faculty ©  2008 B. ...
Knowledge and Action Join as One <ul><li>合知 </li></ul><ul><li>一行 </li></ul><ul><li>Wang Yang Ming is a Chinese Philosopher...
What are your experiences with Simulation? <ul><li>Never </li></ul><ul><li>Role playing </li></ul><ul><li>Standardized pat...
What is simulation? <ul><li>ASU CONHI Educational Simulation Program Definition </li></ul><ul><li>Simulation is a teaching...
ASU CONHI Simulation Model EDUCATIONAL PRACTICES  Active learning Prompt feedback Teacher/student interaction Collaboratio...
A closer look at the model <ul><li>Notice that both students and teachers join together to use best practices. </li></ul><...
Attributes of our Graduate as experienced in simulation <ul><li>Critical thinker —preparation, search for alternative expl...
Important points! <ul><li>Simulation is a safe learning place always. </li></ul><ul><li>Simulation is as real as we make i...
Let’s watch! <ul><li>http://itunes.asu.edu </li></ul><ul><li>Select nursing, and then LRC public video </li></ul><ul><li>“...
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A Introductioncompatible

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  • Early on we realized that simulation is the perfect place for the learner to put knowledge into action and to gain further knowledge as a result of the action.
  • Clinical practice—presents novel problems, that are complex, time constrained, specialized and unpredictable. May not always be welcoming for various reasons. Learn by observing role models   Clinical judgment—safe, problem solving encounters that require real time assessment and interventions for real clinical problems Simulation—pause to think, think out loud, learn by practicing new knowledge and skills in a safe place, decision moments
  • Shows use of a constructivist style of learning that fits with the millennial students.
  • A Introductioncompatible

    1. 1. Taking Learning to the Next Level Beatrice Kastenbaum, RN, MSN, CNE Introduction to Simulation for New Faculty © 2008 B. Kastenbaum RN, MSN, CNE
    2. 2. Knowledge and Action Join as One <ul><li>合知 </li></ul><ul><li>一行 </li></ul><ul><li>Wang Yang Ming is a Chinese Philosopher who lived from 1472-1529. </li></ul>© 2008 B. Kastenbaum RN, MSN, CNE
    3. 3. What are your experiences with Simulation? <ul><li>Never </li></ul><ul><li>Role playing </li></ul><ul><li>Standardized patients </li></ul><ul><li>Computer based simulation </li></ul><ul><li>Low fidelity simulation </li></ul><ul><li>High fidelity simulation </li></ul>© 2008 B. Kastenbaum RN, MSN, CNE
    4. 4. What is simulation? <ul><li>ASU CONHI Educational Simulation Program Definition </li></ul><ul><li>Simulation is a teaching technique in which students make assessments, exercise clinical decision making skills and provide interventions within varying levels of fidelity. Students practice team work and communication skills. The scenarios are based on specified learning objectives, guided preparation and reflection to reinforce student self discovery and outcomes . </li></ul>© 2008 B. Kastenbaum RN, MSN, CNE
    5. 5. ASU CONHI Simulation Model EDUCATIONAL PRACTICES Active learning Prompt feedback Teacher/student interaction Collaboration High expectations Diverse learning styles Time on task STUDENT OUTCOMES Learning/Knowledge Clinical Decision Making Performance Competency Communication Competency Team Leadership Professional Behavior Patient Safety Self-confidence TEACHER OUTCOMES Evidence Based Practice Scenario Development Guided Reflection Self –confidence Peer Feedback Simulation Design Characteristics Objectives Evidence based practices Fidelity in the simulation environment Complexity Cues Guided Reflection TEACHER Clinical Specialty Technical Savvy Developing Expertise Support—Time, Money Mentorship Communities for Active Learning STUDENT Program/level Age Technical Savvy Culture/Ethnicity Previous experience Model adapted by Kastenbaum, 2006 from Jeffries, 2005 © 2008 B. Kastenbaum RN, MSN, CNE
    6. 6. A closer look at the model <ul><li>Notice that both students and teachers join together to use best practices. </li></ul><ul><li>Notice that the best practices inform and enhance simulation design. </li></ul><ul><li>There are outcomes for both the students and teachers. </li></ul>© 2008 B. Kastenbaum RN, MSN, CNE
    7. 7. Attributes of our Graduate as experienced in simulation <ul><li>Critical thinker —preparation, search for alternative explanations, development of clinical judgment </li></ul><ul><li>Competent evidence-based practitioner —actions based on assessment and knowledge </li></ul><ul><li>Innovative Professional —Behavior is adaptive and creative </li></ul>© 2008 B. Kastenbaum RN, MSN, CNE
    8. 8. Important points! <ul><li>Simulation is a safe learning place always. </li></ul><ul><li>Simulation is as real as we make it. </li></ul>© 2008 B. Kastenbaum RN, MSN, CNE
    9. 9. Let’s watch! <ul><li>http://itunes.asu.edu </li></ul><ul><li>Select nursing, and then LRC public video </li></ul><ul><li>“ Simulation in Nursing” is a 12 minute video that summarizes how simulation is used in the CONHI Undergraduate curriculum. </li></ul>© 2008 B. Kastenbaum RN, MSN, CNE

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