This document outlines a nursing faculty simulation development program funded by a FIT grant. It includes: 1) Online modules for faculty to complete on simulation concepts. 2) A development day for faculty simulation learning using medical supplies and covering topics like roles, fidelity, and debriefing. 3) Evaluations of faculty knowledge before and after the program using pre- and post-tests based on the online modules and development day.

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Nursing Faculty Simulation
Development Program
FIT Presentation
Friday, October 24th, 2014

2. FIT Grant & The Nursing Faculty
Simulation Development Program
• Online NLN modules
– 1 year access for all nursing faculty
• Pre-test
– Based on NLN modules
• Development day
– Faculty simulation learning (medical supplies)
• Post-test
– Based on NLN modules and development day learning
• Evaluation
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3. National League for Nursing (NLN)
Online Modules
• Designing and Developing Simulations
• Teaching and Learning Strategies
• Curriculum Integration
• Debriefing and Guided Reflection
• Beyond Basic Debriefing
• Evaluating Simulations
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4. Benner’s Novice to Expert Framework
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Benner’s Level Activity Timeline Detailed Plan
 Faculty Needs Survey Spring 2014  Assess need for faculty learning and
content
Level 1: Novice
 Basic Training
 Laerdal:
simulator
manikin
Summer 2013 and ongoing
Level 2: Advanced Beginner  Faculty Development Program
 NLN SIRC Modules July - August 2014  Faculty view NLN modules
independently prior to Development
Day
 Development day August 18th, 2014  Faculty pre-test
 Development day at Sim Center
 Faculty post-test
 Faculty NLN Evaluation surveys
 Ongoing learner needs
evaluation
Fall 2014  Student evaluations of simulation
events and faculty effectiveness
 DASH debriefing evaluation
Level 3: Competent  4 semesters of Sim
teaching Fall 2014 – Fall 2016
 Faculty learner SIM refresher
sessions each semester.
 Student evaluations of simulation
events and faculty effectiveness
 DASH debriefing evaluation
Level 4: Proficient  Peer mentorship Fall 2016 onward  Faculty mentoring of new faculty
learners who would have completed a
mini-development day.
Level 5: Expert  Simulation research Fall 2016 onward  Synthesis of evaluation data for
journal publication

5. Development Day Agenda
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Monday, August 18, 2014
8:00 am to 8:45 am Continental Breakfast/Coffee and Registration
8:45 am to 9:00 am Learning Assessment
9:00 am to 9:30 am Session 1: Simulation & Nursing Education
9:30 am to 10:15 am Session 2: Participant Roles in Simulation
10:15 am to 10:30 am Break
10:30 am to 11:00 pm Session 3: Simulation Fidelity
11:00am to 12:00 pm Session 4: Key Simulation Concepts
12:00 pm to 1:00 pm Lunch (provided)
1:00 pm to 2:00 pm Session 4 cont’d
2:00 pm to 2:30 pm
Session 5: The Simulation Process at LSSU’s School of
Nursing
2:30 pm to 2:45 pm Break
2:45 pm to 4:00 pm Session 6: Faculty Immersive Learning
4:00 pm to 5:00 pm
Learning Assessment
Evaluation

6. Learning Objectives
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I. Practice Standards: Examine the practice standards
for use of simulation
II. Participant Roles: Examine the roles of different
participants in simulation
III. Simulation Fidelity: Describe the differences
between low-, medium-, and high-fidelity simulations
IV. Simulation Process: Describe the process of
developing and implementing a simulation
V. Faculty Immersive Learning: Explore the
application of concepts to high-fidelity simulation event

7. Standards of Best Practice: Simulation
INACSL (2013). Standards of Best Practice: Simulation. Clinical Simulation in Nursing. Volume 9: Issue 6S
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• TerminologyStandard I
• Professional Integrity of Participant(s)Standard II
• Participant ObjectivesStandard III
• FacilitationStandard IV
• FacilitatorStandard V
• The Debriefing ProcessStandard VI
• Participant Evaluation and AssessmentStandard VII

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National League for Nursing SIRC (2014)

9. Learning Process
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• Knowledge Acquisition
• Skills Proficiency
• Computer Simulation
• Simulation in Teams
• Clinical Experience
NLN SIRC (2014)

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Prebriefing Framework
Yes/
No
Notes
 Create a safe and respectful environment
 Orient to environment
 Agree on the fiction contract
 Agree on participation, confidentiality and respect
Debriefing Framework
Reaction Phase
(Experience and Impact)
Participants are given time to vent
Encourage to share experiences and views
 What were your impressions of the simulation
experience?
Acknowledge, support and encourage discussion of
emotions
 How did you feel?
 How did you feel about the team’s performance?
Analysis Phase
(Recollection)
Major events are deconstructed:
 What happened?
 What was done well?
 What could have been better?
Discuss - roles
- equipment
- identification of problem
- communication (timing, information)
Consolidation Phase
(Integration and Closure)
Application of learning
 Relevance
 What has been learned
 Were the outcomes met?
 Transfer to clinical settings
What if anything would you change / do
differently? (own practice/work environment)
 Revisit emotions
 New goals

11. V. Faculty Immersive Learning
• First 5 Minutes
– 3 ‘students’
– 3 ‘instructors’
1. Prebrief
2. Simulation
3. Debrief
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12. Faculty Simulation Learning – The Scene
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13. Pre-briefing
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14. Assessing Simulation Activity
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15. Debriefing
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16. Nursing Faculty Team
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17. Pre-test/Post-test
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FACULTY PRETEST POSTTEST CHANGE % CHANGE
F 13 16 3 12
I 13 20 7 28
H 13 14 1 4
S 14 14 0 0
K 18 17 -1 -4
B 22 19 -3 -12
A 14 18 4 16
T 16 18 2 8
E 13 18 5 20
D 13 14 1 4
N 18 22 4 16
R 12 19 7 28
G 16 16 0 0
AVERAGE 15 17.30769231 2.30769231 9.230769231

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13 13 13
14
18
22
14
16
13 13
18
12
1616
20
14 14
17
19
18 18 18
14
22
19
16
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9 10 11 12 13
PretestPost-testscores
Faculty learner
Faculty Pretest to Posttest scores
Series1 Series2

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12
28
4
0
-4
-12
16
8
20
4
16
28
0
-15
-10
-5
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9 10 11 12 13
Percentagescorechange
Faculty learner
Percentage Score Change

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1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
1 2 3 4 5 6 7 8 9 10 11 12
4.77 4.77 4.77
4.62 4.69 4.62
4.85
4.69
4.85 4.92 4.85 4.85
0-5LikertScale
Question Number
Satisfaction & Self-Confidence in
Learning

21. Student Simulation Evaluation Tool
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Evaluation Criteria Strongly
Agree
4
Agree
3
Disagree
2
Strongly
Disagree
1
Objectives/Information
I clearly understood the purpose and the objectives of the
simulation.
Complexity
The simulation was designed for my specific level of
knowledge and skills.
Problem Solving
The simulation allowed me the opportunity to prioritize
nursing assessments and care.
Fidelity
Real life factors, situations, and variables were built into the
simulation scenario.
Active Learning
I learned from the comments made by the teacher before,
during, or after the simulation.
High Expectations I was challenged in my thinking and decision-making skills.
Teamwork/Collaboration I collaborated effectively with my peers during the simulation.
Debriefing
I actively participated in the debriefing session after the
simulation.
Debriefing
Feedback provided was constructive and centered around
patient safety and care.
Satisfaction with Current
Learning
The teaching methods used in this simulation encouraged
critical thinking.
Self-Confidence in
Learning
I am confident that the simulation has assisted in improving
my ability to provide safe and competent care.
Satisfaction with Current
Learning Overall I am satisfied with this simulation learning event.

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0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
1 2 3 4 5 6 7 8 9 10 11 12
3.56 3.50
3.37 3.37
3.60 3.50
3.32 3.42
3.55 3.44 3.35 3.31
0-4LikertScale
Question Number
Student Simulation Evaluation

23. DASH - Debriefing Assessment for
Simulation in Healthcare
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• Rating tool used to assess and improve debriefing (not a
check list)
– 2 versions – student (learner) and instructor
• Evaluates the strategies and techniques used to conduct
debriefings by examining concrete behaviors.

24. Opportunities
• Adaptation of process
– Clinical adjunct faculty
– Paramedic program
– Newly hired faculty
– Ongoing current faculty development
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25. References
• Beaubien J.M., and Baker D.P. (2004). The use of simulation for training teamwork skills in health care:
how low can you go?. Quality and Safety in Healthcare, 13 (51-56).
• Boese, T., Cato, M., Gonzalez, L., Jones, A., Kennedy, K., Reese, C., Decker, S., Franklin, A. E., Gloe, D.,
Lioce, L., Meakim, C., Sando, C. R., & Borum, J. C. (2013, June). Standards of Best Practice: Simulation
Standard V: Facilitator. Clinical Simulation in Nursing, 9(6S), S22-S25.
http://dx.doi.org/10.1016/j.ecns.2013.04.010.
• Decker, S., Fey, M., Sideras, S., Caballero, S., Rockstraw, L. (R.), Boese, T., Franklin, A. E., Gloe, D.,
Lioce, L., Sando, C. R., Meakim, C., & Borum, J. C. (2013, June). Standards of Best Practice: Simulation
Standard VI: The debriefing process. Clinical Simulation in Nursing, 9(6S), S27-S29.
http://dx.doi.org/10.1016/j.ecns.2013.04.008 .
• Franklin, A. E., Boese, T., Gloe, D., Lioce, L., Decker, S., Sando, C. R., Meakim, C., & Borum, J. C. (2013,
June). Standards of Best Practice: Simulation Standard IV: Facilitation. Clinical Simulation in Nursing,
9(6S), S19-S21. http://dx.doi.org/10.1016/j.ecns.2013.04.011.
• Gloe, D., Sando, C. R., Franklin, A. E., Boese, T., Decker, S., Lioce, L., Meakim, C., & Borum, J. C. (2013,
June). Standards of Best Practice: Simulation Standard II: Professional Integrity of Participant(s). Clinical
Simulation in Nursing, 9(6S), S12-S14. http://dx.doi.org/10.1016/j.ecns.2013.04.004.
• INACSL (2013). Standards of Best Practice: Simulation. Clinical Simulation in Nursing. Volume 9: Issue
6S
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26. References cont’d
• Lioce, L., Reed, C. C., Lemon, D., King, M. A., Martinez, P. A., Franklin, A. E., Boese, T., Decker, S.,
Sando, C. R., Gloe, D., Meakim, C., & Borum, J. C. (2013, June). Standards of Best Practice: Simulation
Standard III: Participant Objectives. Clinical Simulation in Nursing, 9(6S), S15-S18.
http://dx.doi.org/10.1016/j.ecns.2013.04.005.
• Meakim, C., Boese, T., Decker, S., Franklin, A. E., Gloe, D., Lioce, L., Sando, C. R., & Borum, J. C. (2013,
June). Standards of Best Practice: Simulation Standard I: Terminology. Clinical Simulation in Nursing,
9(6S), S3-S11. http://dx.doi.org/10.1016/j.ecns.2013.04.001.
• Moore, M. (2013, November). Pearls from the Harvard Courses. Powerpoint. Canterbury Collaborative
Simulation Interest Group). Retrieved from https://www.cdhb.health.nz/Hospitals-Services/Health-
Professionals/CSU/Clinical-Skills-Unit-
Simulation/PublishingImages/Pages/default/Harvard%20Pearls%20for%20CCSIG%20-
%20Dr%20maryLeigh%20Moore.pdf
• NLN SIRC (2014). The Circle of Learning. Designing and Developing Simulations. http://sirc.nln.org/
• NLN SIRC (2014). The Nursing Education Simulation Framework. Designing and Developing Simulations.
http://sirc.nln.org/
• Sando, C. R., Coggins, R. M., Meakim, C., Franklin, A. E., Gloe, D., Boese, T., Decker, S., Lioce, L., &
Borum, J. C. (2013, June). Standards of Best Practice: Simulation Standard VII: Participant Assessment and
Evaluation. Clinical Simulation in Nursing, 9(6S), S30-S32. http://dx.doi.org/10.1016/j.ecns.2013.04.007.
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