Model for approach_complete rev3


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Model for approach_complete rev3

  1. 1. Rena Boss-Victoria, DrPH, MPH, MS, RN, CNS<br />Associate Professor and Director Simulation Center<br />CoppinState University: Helene FuldSchool of Nursing<br />Baltimore, Maryland<br />Setting the Simulation Integration Strategy <br />Building Evidence-For Success<br />
  2. 2. Objectives forWorkshop<br />Discuss the steps for framing a simulation center infrastructure using an approach for formative process evidence-based outcomes.<br />2. Explore and appraise blended methodologies in the context of best practice teaching model for adult learner competency of performance using simulation education applications.<br />
  3. 3. INTRODUCTION<br />The mandate to change from opinion-based practice to evidence-based practice influences<br /><ul><li>building of clinical environments
  4. 4. applications of simulation as a strategy for clinical education integration.</li></ul>Simulation Education<br /><ul><li>A new way of clinical teaching
  5. 5. Promotes clinical practice competencies
  6. 6. Lessens fears and anxieties in students.</li></ul>Ham and O’Rourke, 2004 and Shepherd et al, 2007.<br />
  7. 7. WHERE TO BEGIN?<br />Vision, Mission, Goals, Objectives<br />Critical Appraisal of Strategic Planning Barriers<br />People<br />Management<br />Resources<br />
  8. 8. Why Are We Here?<br />
  9. 9. RESEARCH RESULTS<br />The results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented<br />Nursing students were exposed to a combination of lecture and simulation<br />This study provides data to suggest:<br /><ul><li>Students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning.
  10. 10. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture, simulation and audio-visual technologies.</li></ul>Brannan, J.D., White, A., & Bezanson, J. L. 2008; <br />
  11. 11. RESULT FROM STUDIES<br /><ul><li>The purpose of this study was to compare the effectiveness of two instructional methods to teach specific nursing education content.
  12. 12. Results of this study suggest that use of a teaching strategy involving the HPS method made a positive difference in the nursing students' ability to answer questions on a test of cognitive skills.
  13. 13. Use of a human patient simulator (HPS) as a tool for learning provides a mechanism by which students can participate in:
  14. 14. Clinical decision making
  15. 15. Practice skills
  16. 16. Observe outcomes from clinical decisions</li></ul>Sinclair, B., Ferguson, K. 2009.<br />
  17. 17. CHALLENGES AS EDUCATORS<br />Literature highlights the challenges nurse educators face in embracing simulation technology<br />Hughes, D., 2004 ;Jefferies, 2005.<br />
  18. 18. CHALLENGESof Simulation Education Methodology<br />Faculty competency<br />Time management<br />Learning new technology<br />Teaching new technology<br />Staffing the labs<br />Affordability<br />Policies/Procedures<br />Compliance<br />
  19. 19. COMPETENCY FOR CLARITY IN DEFINITION <br />Competency – demonstrated ability to do the job consistently, therefore entails both ability and compliance<br />Competence – the individual’s assessed capacity to perform specified job function (s)<br />Competencies- refer to the identified skills considered necessary to perform a specific job and/or procedures<br />
  20. 20. CALL TO ACTION<br /><ul><li>Develop collegial working relationships with students, faculty colleagues, and clinical institutions to promote positive learning experiences and positive learning environments for everyone.
  21. 21. Demonstrate skill in the design and use of tools for assessing clinical practice
  22. 22. Implement EBP and evaluation strategies that are appropriate to the learner and the learning goals</li></ul>National League for Nursing, 2005<br />
  23. 23.
  24. 24. Getting to Outcome: The Approach<br />
  25. 25. SIMULATION CENTER PLAN<br />PHASE 1<br />Outfitting of laboratories<br />Obtain adult, child, and baby mannequins<br />Obtain video and audio technology network for simulations <br />Design evidence-based testing prototype for simulation integration system for blending technologies <br />
  26. 26. Simulation Center Plan<br />Phase Two (Location)<br />Establish patient rooms in a realistic clinical set-up for environmental relevant<br />Process access to room settings designed for discussion, debriefing or further didactic instruction<br />Identify or hire key clinical faculty for clinical simulation education curriculum team<br />Arrange for trainings and methods application practice<br />Write policies, procedures and general lab rules<br />Establish philosophy for Simulation Center<br />
  27. 27. PHILOSOPHY FOR SIM CENTER<br />Safe place to learn<br />Safe place to learn from mistakes<br />Non-threatening<br />Establish a sense of trust between learner, faculty and administration<br />
  28. 28. SIMULATION CENTER PLAN<br />PHASE THREE<br />Outline Simulations to be developed and available for programs<br />Schedule lab times<br />Schedule simulation clinical experiences<br />Scheduled training days for key clinical faculty/content experts<br />Schedule simulation practice fidelity testing for process outcome measurement <br />
  29. 29. A THOUGHT I leave with you<br />LEARNING, NOT TEACHING<br /><ul><li>Teaching effectiveness depends not on what the teacher does, but rather on what the student does…</li></ul>McKeachie, W. J., & Svinicki, M.(2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers(12th ed.). Boston: Houghton Mifflin.<br />
  30. 30. SOME OBSERVATIONS<br />Simulation Education Methodology is cutting edge<br />Don’t fear it- Embrace it !<br />Simulation Education Methodology can offer your students: competence, confidence, and content<br />Don’t fear it- Embrace it!<br />
  31. 31. ACKNOWLEDGING CONTRIBUTORS<br />Advisory Group:<br />Drs. Marcella Copes, Joan Tilghman, Denise Pope, and Nana Philipsen; <br />Coppin State University Helene Fuld School of Nursing faculty and students<br />Simulation Center Faculty and Staff: Angela Cooper, Doris Saunders, Rodney Clark<br />
  32. 32. REFERENCES<br />Alinier, G., Hunt, B., Gordon, R. & Harwood, C. (2006) Effectiveness of intermediate-fidelity simulating training technology in undergraduate nursing education. Journal of Advanced Nursing, 54(3), 350-369.<br />Brannan, J.D., White, A., & Bezanson, J. L.(2008). Simulator effects on cognitive skills and confidence levels. Journal of Nursing Education,47(11), 495-500.<br />Bremner, M., Aduddell, K., Bennett, D., & VanGeest, J. (2006). The use of human patient simulators: Best practices with novice nursing students. Nurse Educator, 31(4), 170-174.<br />(2005)<br />National League for Nursing.(2005) Core Competency for nurse educators task statements. Retrieved October 25,2009 from http:<br />Rhodes, M., L. & Currans, C. (2005). Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program. CIN: Computers, Informatics, Nursing, 23(5), 256-262. <br />Sand-Jecklin, K. (2007). The impact of active cooperative instruction on beginning nursing students learning strategy preference. Nurse Education Today.27(5), 474-480.<br />Sinclair, B., Ferguson, K. (2009). Integrating simulated teaching/learning strategies in undergraduate nursing education. International Journal of Nursing Education Scholarship 6 (1), Article7.<br />Walker, J., T., Martin, T., White, Elliott, R., Norwood, N. Magngum, D., & Haynie, D. (2006). Generational (Age) differences in nursing students’ preferences for teaching methods. Journal of Nursing Education.45 (9), 371-375.<br />
  33. 33. THANK YOU<br />QUESTIONS<br />
  34. 34. Schema <br />HFSON <br />Dean<br />Integration <br />Graduate<br />Associate Dean<br />Undergraduate<br />Associate Dean<br />CurriculumCommittee<br />Simulation Center<br />Nursing Program Curriculum<br />Simulation Center<br />Education Training Research<br />Pharmacology (HIM & BSN)<br /> N650 Women’s Health<br />Mental Health N405.<br />Program <br />N615 Pharmacology<br />Community N416<br />Development Teams’<br />Outcome Product <br /> Scenario <br />Clinical Program Curriculum <br />Integration Faculty<br />Advanced Medical-Surgical N405<br />Foundations N211<br />Medical Surgical N212<br />N640Pediatrics<br />Maternal Child N314<br />N660 Adult Health<br />Pediatrics N314<br />N600 Health Assessment<br />Specialty Course<br />Leader Group (TL)<br />(proposed 02/23/10 <br />