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Model for approach_complete rev3

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