Uploaded byLori Lioce
Faculty Simulation Overview Sp 2011
This document provides an overview of simulation labs for faculty at UA Huntsville. It discusses how simulation allows students to actively learn, retain knowledge longer, and practice skills safely. Simulation offers controlled clinical situations where students can apply knowledge, demonstrate clinical reasoning, and practice communication. Studies show simulation improves self-confidence and satisfaction. The document provides tips for successful simulation, including selecting scenarios aligned with course objectives and facilitating effective debriefing sessions. It outlines the support available from the LRC to set up simulations.
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Faculty Simulation Overview Sp 2011
- 1. FACULTY OVERVIEW! SIMULATION LAB! UA Huntsville ! January 7, 2011! Dr. Lori Lioce, FNP-BC, Simulation Coordinator !
- 2. Studies show studentsinvolved in active learning obtained through simulation:! ! retain knowledge longer! ! report increased self confidence! ! express higher satisfaction with learning experience! (Johnson, 1999) !
- 3. Nursing is...! a practice based discipline Simulation offers: ! Controlled clinical situations! ! Application synthesis of knowledge! ! Deliberate practice of skills care, safely! ! Acquire/Apply data from physical exam, labs reports! ! Demonstrate ability to clinically reason, prioritize, make decisions, act! ! Practice teamwork, develop leadership, communication skills! ! Practice delegation!
- 4. Simulation ! allows students ! to ! Analyze actions ! Learn from/correct mistakes without hurting the patient!
- 6. ! NCSBNdefines simulation as an educational process that imitates the work environment and requires the learner to demonstrate procedural techniques, decision making, and critical thinking!
- 7. How can weutilize Simulation?! ! Effective teaching/learning strategy! ! testing/evaluation competencies! ! remediation! ! assessing performance!
- 8. Successful Simulation! ! Utilization of scenarios that support course learning objectives! ! Understanding the student role! ! Understanding performing the facilitator role! ! Understanding the role of the observer! ! Recognizing the importance of debriefing! ! Guiding the debriefing session!
- 9. ! Facilitatormust clinically comprehend the scenario! ! Be prepared to respond with sound clinical judgement to the students action/lack of action!
- 10. Getting started...! ! Select 1-3 dates from LRC schedule! ! Select a scenario correlated to course lecture/content! ! CON is providing GTA or faculty to support/assist with simulation M-F! ! LRC will supply staffing for technical operation of simulators, student simulation demonstration/orientation, student contract video debriefing set-up! ! Course manager and faculty provide clinical facilitator debriefing expertise !
- 11. Future! ! Broaderintegration across curriculum! ! Faculty simulation training workshop ! ! Faculty scenario development (guided worksheet)! ! Development of simulation evaluation !