This document outlines a 10-step strategic plan for developing an effective nursing simulation center that integrates simulation technology into clinical practice. It discusses two studies that found simulation improved nursing students' cognitive skills and self-efficacy. The strategic plan covers assessing needs, setting goals, implementing best practices, ensuring fit with curriculum, building staff capacity, creating a implementation plan, conducting process and outcome evaluations, continuous quality improvement, and sustainability. The conclusion emphasizes that simulation centers benefit students and faculty by allowing skills practice in a safe environment, but require resources, management and a clear vision to fully integrate this teaching methodology.
This document proposes a model for programmatic assessment that optimizes assessment for learning while arriving at robust decisions about learner progress. The model distinguishes between learning activities, assessment activities, and learner support activities throughout an ongoing curriculum. Individual assessments are designed to be maximally informative for learning, while a longitudinal program of various assessment methods contributes to certification decisions. The principles discussed include ensuring validity in standardized and non-standardized assessments, using both quantitative and qualitative data, and relying on expert judgement at various evaluation points. An example is provided of how this model could be applied to a blended TeleGeriatrics Nurse Training Course.
This document discusses the evolution of programmatic assessment in UK medical training over the past 30 years. It outlines how assessment has shifted from high-stakes exit exams to integrated programs that use workplace-based assessments like mini-CEX, DOPS, and CbD. Key organizations like the GMC, PMETB, and foundation program have developed principles of good assessment including assessing multiple competencies through various methods. The foundation program initially piloted four assessment tools but has since refined these to better provide feedback and identify trainees needing support. Overall, the document traces the progression towards valid programmatic assessment across medical education in the UK.
1. The document discusses setting up a simulation center infrastructure using an evidence-based approach to assess outcomes. It outlines steps such as developing a vision, strategic planning, and appraising resources and barriers.
2. Research results show that simulations combined with lecture can increase nursing students' self-confidence and satisfaction with their learning. Studies found simulations improved cognitive skills and the ability to answer test questions.
3. Challenges in simulation education include ensuring faculty competency, managing time and learning new technologies, and issues of affordability, policies, and staffing labs.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
The document discusses the benefits of collaborative program evaluation, where the client (e.g. school, nonprofit) works with an external evaluator to design and conduct the evaluation. A collaborative approach ensures the evaluation design reflects the program's nuances, remains flexible, and increases buy-in for results. It describes the three phases of collaborative evaluation: 1) Getting Underway, where the program's theory and goals are clarified; 2) Full Engagement, involving designing tools and collecting/analyzing data; and 3) Wrapping Up, creating an action plan based on findings. Conducting evaluations this way can provide formative feedback to improve programs and demonstrate impact through summative outcomes.
A journey towards programmatic assessmentMedCouncilCan
The document discusses programmatic assessment in medical education. It begins by outlining various assessment methods and frameworks for evaluating competencies. It then discusses research findings on the validity, reliability, and educational impact of assessment methods. Key findings include that no single method can adequately measure all competencies, and that both standardized and unstandardized methods are needed. Reliability increases with larger samples and aggregation of data from multiple methods and assessors. Assessment works best when it provides meaningful feedback to support learning. The document concludes by describing examples of programmatic assessment approaches that integrate various longitudinal methods to provide rich data for high-stakes decisions.
This document provides an overview of programme evaluation, including definitions, objectives, common designs, data used, and differences between research and evaluation. Programme evaluation is defined as a systematic process of gathering evidence to inform judgements about whether a programme is meeting its goals and how it can be improved. Key points include:
- Formative and summative evaluations have different objectives related to programme development and decision-making.
- Common designs include pre-post tests with or without control groups, and both quantitative and qualitative data are important.
- Internal and external evaluations have advantages and limitations.
- Kirkpatrick's model outlines levels of evaluating training from reactions to outcomes.
- Management-oriented approaches like CIPP model focus
This document discusses milestones and entrustable professional activities (EPAs) in medical education. It defines milestones as significant points in a learner's development that identify the knowledge, skills, and attitudes expected at each stage of training. Milestones provide learners with feedback on their progress and define competencies for assessment. The document also introduces EPAs, which are routine professional tasks that require specific competencies. EPAs can be used to structure work-based assessment of whether a learner has demonstrated the competence to independently perform important professional activities.
This document proposes a model for programmatic assessment that optimizes assessment for learning while arriving at robust decisions about learner progress. The model distinguishes between learning activities, assessment activities, and learner support activities throughout an ongoing curriculum. Individual assessments are designed to be maximally informative for learning, while a longitudinal program of various assessment methods contributes to certification decisions. The principles discussed include ensuring validity in standardized and non-standardized assessments, using both quantitative and qualitative data, and relying on expert judgement at various evaluation points. An example is provided of how this model could be applied to a blended TeleGeriatrics Nurse Training Course.
This document discusses the evolution of programmatic assessment in UK medical training over the past 30 years. It outlines how assessment has shifted from high-stakes exit exams to integrated programs that use workplace-based assessments like mini-CEX, DOPS, and CbD. Key organizations like the GMC, PMETB, and foundation program have developed principles of good assessment including assessing multiple competencies through various methods. The foundation program initially piloted four assessment tools but has since refined these to better provide feedback and identify trainees needing support. Overall, the document traces the progression towards valid programmatic assessment across medical education in the UK.
1. The document discusses setting up a simulation center infrastructure using an evidence-based approach to assess outcomes. It outlines steps such as developing a vision, strategic planning, and appraising resources and barriers.
2. Research results show that simulations combined with lecture can increase nursing students' self-confidence and satisfaction with their learning. Studies found simulations improved cognitive skills and the ability to answer test questions.
3. Challenges in simulation education include ensuring faculty competency, managing time and learning new technologies, and issues of affordability, policies, and staffing labs.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
The document discusses the benefits of collaborative program evaluation, where the client (e.g. school, nonprofit) works with an external evaluator to design and conduct the evaluation. A collaborative approach ensures the evaluation design reflects the program's nuances, remains flexible, and increases buy-in for results. It describes the three phases of collaborative evaluation: 1) Getting Underway, where the program's theory and goals are clarified; 2) Full Engagement, involving designing tools and collecting/analyzing data; and 3) Wrapping Up, creating an action plan based on findings. Conducting evaluations this way can provide formative feedback to improve programs and demonstrate impact through summative outcomes.
A journey towards programmatic assessmentMedCouncilCan
The document discusses programmatic assessment in medical education. It begins by outlining various assessment methods and frameworks for evaluating competencies. It then discusses research findings on the validity, reliability, and educational impact of assessment methods. Key findings include that no single method can adequately measure all competencies, and that both standardized and unstandardized methods are needed. Reliability increases with larger samples and aggregation of data from multiple methods and assessors. Assessment works best when it provides meaningful feedback to support learning. The document concludes by describing examples of programmatic assessment approaches that integrate various longitudinal methods to provide rich data for high-stakes decisions.
This document provides an overview of programme evaluation, including definitions, objectives, common designs, data used, and differences between research and evaluation. Programme evaluation is defined as a systematic process of gathering evidence to inform judgements about whether a programme is meeting its goals and how it can be improved. Key points include:
- Formative and summative evaluations have different objectives related to programme development and decision-making.
- Common designs include pre-post tests with or without control groups, and both quantitative and qualitative data are important.
- Internal and external evaluations have advantages and limitations.
- Kirkpatrick's model outlines levels of evaluating training from reactions to outcomes.
- Management-oriented approaches like CIPP model focus
This document discusses milestones and entrustable professional activities (EPAs) in medical education. It defines milestones as significant points in a learner's development that identify the knowledge, skills, and attitudes expected at each stage of training. Milestones provide learners with feedback on their progress and define competencies for assessment. The document also introduces EPAs, which are routine professional tasks that require specific competencies. EPAs can be used to structure work-based assessment of whether a learner has demonstrated the competence to independently perform important professional activities.
This document discusses tools for monitoring and evaluating extension interventions. It begins by defining monitoring as the systematic collection of data during program implementation to track progress, while evaluation assesses overall outcomes and impacts. A variety of quantitative and qualitative tools are described that can be used for both monitoring and evaluation. Key points include selecting appropriate tools based on the program stage, comparing monitoring and evaluation, and using indicators to quantify qualitative data and assess economic impacts. The document provides examples of how these tools can be applied to assess dairy extension programs.
Pushing the Boundaries of Medical Licensing MedCouncilCan
The document summarizes a presentation given at the Medical Council of Canada's 103rd Annual Meeting about pushing the boundaries of medical licensing examinations by applying a programmatic framework. The presentation discusses gaps between the current MCC exams (Part I and Part II) and the new competency blueprint, and proposes a model for a national programmatic approach to assessment. This would involve filling gaps with other assessments like workplace-based evaluations, reflections, and multi-source feedback from medical school, and linking various assessments along the continuum of undergraduate medical education, postgraduate medical education, and practice to inform licensure decisions. Speakers will discuss the advantages and challenges of adopting this broader programmatic assessment approach beyond the current two high-stakes licensing exams.
This document discusses the importance of monitoring and evaluation (M&E) for programs and projects. It defines monitoring as an ongoing process of collecting and analyzing data to track progress and make adjustments, while evaluation assesses relevance, effectiveness, impact and sustainability. The key aspects of building an M&E system are agreeing on outcomes to measure, selecting indicators, gathering baseline data, setting targets, monitoring implementation and results, reporting findings, and sustaining the system long-term. A strong M&E system provides evidence of achievements and challenges, enables learning and improvement, and helps ensure resources are allocated to effective programs.
Information may be time-sensitive. Subscribers should use the information contained at their own risk. Please check latest information with Dr. A by emailing bugdoctor@auburn.edu.
This document discusses implementation strategies for improving healthcare practices. It defines implementation strategies as methods used to promote the adoption of clinical programs. Effective strategies include assessing current performance, analyzing barriers and facilitators, developing an implementation plan, and continuous evaluation. Common strategies discussed include audit and feedback, educational outreach, reminders, and financial incentives. The document notes that no single strategy is clearly most effective and that tailoring strategies to the local context is important. It also introduces several tools for assessing the context, such as the COACH framework which examines multiple dimensions like work culture, leadership, and resources.
Evaluation serves two main purposes: accountability and learning. Development agencies have tended to prioritize the first, and given responsibility for that to centralized units. But evaluation for learning is the area where observers find the greatest need today and tomorrow. A learning approach to evaluation looks to designing evaluation with learning in mind.
Peering through the Looking Glass: Towards a Programmatic View of the Qualify...MedCouncilCan
André De Champlain presented on developing a programmatic view of the MCC Qualifying Examination. Key points include:
1) The Assessment Review Task Force recommended validating and updating the blueprint for MCC examinations and exploring a more integrated, continuous model of assessment along the physician's educational continuum.
2) A proposed Medical Education Assessment Advisory Committee would provide guidance on incorporating authentic, linked assessments throughout training and practice.
3) Validating a program of assessment would require evaluating the reliability of individual elements as well as the entire program, and gathering multiple types of evidence to support the validity of score interpretations.
The rubric assesses capstone experiences used to evaluate program learning outcomes across four levels: initial, emerging, developed, and highly developed. It examines whether the relevant outcomes and evidence are clearly identified; whether the results are valid, reliable, and used; and whether students understand the purpose of the capstone experience. An effective capstone experience identifies concrete outcomes to assess, collects valid evidence using agreed-upon criteria, ensures reliable scoring through calibration, discusses results to improve student learning, and communicates the purpose to students.
1) Competency-based medical education (CBME) is an outcomes-based approach that uses competencies as an organizing framework for designing, implementing, assessing, and evaluating medical education programs.
2) Traditional medical education focuses on knowledge acquisition with a fixed length and variable outcomes, while CBME emphasizes knowledge application with a variable length and defined outcomes.
3) Effective assessment in CBME uses a variety of objective measurement tools aligned with outcomes, incorporates direct observation and authentic tasks, and emphasizes formative assessment to drive future learning.
This document discusses simulation as a teaching strategy in education. It defines simulation as creating artificial experiences that engage learners without real-life risks. Simulations apply educational theories like social learning theory and experiential learning theory. The document also provides examples of using simulations to teach assessment skills, pharmacology concepts, and cardiopulmonary resuscitation. It notes advantages like practice in a safe setting and limitations like preparation time. Effective evaluation of simulations considers factors like understanding roles and resolving issues.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Capturing Student Learning: ePortfolio for Physical Therapist Assistants Phys...Jiyeon Lee
Capturing Student Learning: ePortfolio for
Physical Therapist Assistants
Physical Therapist Assistant, LaGuardia Community College
The PTA program strives to help students become ethically and clinically competent professionals. The ePortfolio system developed by the PTA program encourages students to reflect and connect their academic growth and clinical
experiences across the PTA curriculum. The strength of the ePortfolio program in preparing competent professionals was a significant contributing factor in the re-accreditation of LaGuardia’s PTA program in 2009.
• Clarence Chan, Associate Professor
• Debra Engel, Chair of Physical Therapist Assistant Program
• Jackie Ross, Academic Clinical Coordinator of Education
The Discrepancy Evaluation Model (DEM) was developed by Malcolm Provus in 1966 to provide information for program assessment and improvement. The DEM defines evaluation as comparing actual performance to desired standards. It examines a program through its development stages to identify weaknesses and make corrective improvements. The DEM process involves deciding what program to evaluate, determining objectives, planning evaluation, collecting information, identifying discrepancies between objectives and accomplishments, and planning next steps. The DEM is most effective for formative evaluation where the purpose is continuous program improvement.
This study compared professional behavior scores of occupational therapy students who experienced traditional 1:1 fieldwork supervision versus a collaborative fieldwork model (CMFE). Results showed there was no significant difference in professional behavior scores between the two groups. This supports the CMFE as an effective pedagogy without compromising learning. The CMFE can help address the shortage of fieldwork placements by allowing multiple students to be supervised simultaneously. Adopting this model more widely could help build capacity for training students and meet needs as outlined in the Centennial Vision.
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
The document outlines a study to assess the effectiveness of planned teaching on the knowledge and practice of nurses in plotting partographs. It aims to evaluate nurses' existing knowledge and practice, the impact of planned teaching, and correlations between demographics and knowledge or practice. The study will assess knowledge and practice through pre- and post-tests and analyze the results to determine if planned teaching improves nurses' understanding and use of partographs.
The Neurofunctional Approach (NFA) is an occupation-based model used to rehabilitate clients with acquired brain injuries through "learning by doing". It focuses on functional goals rather than impairment. NFA involves identifying client goals and strengths, analyzing task performance, developing individualized retraining interventions using repetition and feedback, and emphasizing daily practice to develop automaticity and compensate for impairments. Assessments and intervention approaches include cognitive retraining, strategy training, task analysis, modeling, and errorless learning techniques. The NFA has been used successfully with populations that have injuries such as traumatic brain injury, anoxic damage, or vascular events.
Evaluation is critical component in public policy and other forms of policy. Thus this slides gives a short overview of relevance of Evaluation in every capacity.
As the healthcare industry becomes more competitive, the demand for groundbreaking resources and tools to support and improve services becomes highly demanded.
The Dental Education Technology is an Important & Integral Part of Dental Institute. The training of faculties and Faculty development Programs are essential.
The document summarizes a faculty meeting presentation about a simulation center development project at Coppin State University's Helene Fuld School of Nursing. The presentation introduces the simulation center's vision, mission, and goals of implementing simulation clinical experiences across the nursing curriculum. It discusses challenges in simulation education and research supporting its benefits. Objectives include defining outcomes, presenting an infrastructure design, and facilitating discussion on skills validated through simulation. Policies and guidelines regarding the simulation center are also outlined.
This document discusses tools for monitoring and evaluating extension interventions. It begins by defining monitoring as the systematic collection of data during program implementation to track progress, while evaluation assesses overall outcomes and impacts. A variety of quantitative and qualitative tools are described that can be used for both monitoring and evaluation. Key points include selecting appropriate tools based on the program stage, comparing monitoring and evaluation, and using indicators to quantify qualitative data and assess economic impacts. The document provides examples of how these tools can be applied to assess dairy extension programs.
Pushing the Boundaries of Medical Licensing MedCouncilCan
The document summarizes a presentation given at the Medical Council of Canada's 103rd Annual Meeting about pushing the boundaries of medical licensing examinations by applying a programmatic framework. The presentation discusses gaps between the current MCC exams (Part I and Part II) and the new competency blueprint, and proposes a model for a national programmatic approach to assessment. This would involve filling gaps with other assessments like workplace-based evaluations, reflections, and multi-source feedback from medical school, and linking various assessments along the continuum of undergraduate medical education, postgraduate medical education, and practice to inform licensure decisions. Speakers will discuss the advantages and challenges of adopting this broader programmatic assessment approach beyond the current two high-stakes licensing exams.
This document discusses the importance of monitoring and evaluation (M&E) for programs and projects. It defines monitoring as an ongoing process of collecting and analyzing data to track progress and make adjustments, while evaluation assesses relevance, effectiveness, impact and sustainability. The key aspects of building an M&E system are agreeing on outcomes to measure, selecting indicators, gathering baseline data, setting targets, monitoring implementation and results, reporting findings, and sustaining the system long-term. A strong M&E system provides evidence of achievements and challenges, enables learning and improvement, and helps ensure resources are allocated to effective programs.
Information may be time-sensitive. Subscribers should use the information contained at their own risk. Please check latest information with Dr. A by emailing bugdoctor@auburn.edu.
This document discusses implementation strategies for improving healthcare practices. It defines implementation strategies as methods used to promote the adoption of clinical programs. Effective strategies include assessing current performance, analyzing barriers and facilitators, developing an implementation plan, and continuous evaluation. Common strategies discussed include audit and feedback, educational outreach, reminders, and financial incentives. The document notes that no single strategy is clearly most effective and that tailoring strategies to the local context is important. It also introduces several tools for assessing the context, such as the COACH framework which examines multiple dimensions like work culture, leadership, and resources.
Evaluation serves two main purposes: accountability and learning. Development agencies have tended to prioritize the first, and given responsibility for that to centralized units. But evaluation for learning is the area where observers find the greatest need today and tomorrow. A learning approach to evaluation looks to designing evaluation with learning in mind.
Peering through the Looking Glass: Towards a Programmatic View of the Qualify...MedCouncilCan
André De Champlain presented on developing a programmatic view of the MCC Qualifying Examination. Key points include:
1) The Assessment Review Task Force recommended validating and updating the blueprint for MCC examinations and exploring a more integrated, continuous model of assessment along the physician's educational continuum.
2) A proposed Medical Education Assessment Advisory Committee would provide guidance on incorporating authentic, linked assessments throughout training and practice.
3) Validating a program of assessment would require evaluating the reliability of individual elements as well as the entire program, and gathering multiple types of evidence to support the validity of score interpretations.
The rubric assesses capstone experiences used to evaluate program learning outcomes across four levels: initial, emerging, developed, and highly developed. It examines whether the relevant outcomes and evidence are clearly identified; whether the results are valid, reliable, and used; and whether students understand the purpose of the capstone experience. An effective capstone experience identifies concrete outcomes to assess, collects valid evidence using agreed-upon criteria, ensures reliable scoring through calibration, discusses results to improve student learning, and communicates the purpose to students.
1) Competency-based medical education (CBME) is an outcomes-based approach that uses competencies as an organizing framework for designing, implementing, assessing, and evaluating medical education programs.
2) Traditional medical education focuses on knowledge acquisition with a fixed length and variable outcomes, while CBME emphasizes knowledge application with a variable length and defined outcomes.
3) Effective assessment in CBME uses a variety of objective measurement tools aligned with outcomes, incorporates direct observation and authentic tasks, and emphasizes formative assessment to drive future learning.
This document discusses simulation as a teaching strategy in education. It defines simulation as creating artificial experiences that engage learners without real-life risks. Simulations apply educational theories like social learning theory and experiential learning theory. The document also provides examples of using simulations to teach assessment skills, pharmacology concepts, and cardiopulmonary resuscitation. It notes advantages like practice in a safe setting and limitations like preparation time. Effective evaluation of simulations considers factors like understanding roles and resolving issues.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Capturing Student Learning: ePortfolio for Physical Therapist Assistants Phys...Jiyeon Lee
Capturing Student Learning: ePortfolio for
Physical Therapist Assistants
Physical Therapist Assistant, LaGuardia Community College
The PTA program strives to help students become ethically and clinically competent professionals. The ePortfolio system developed by the PTA program encourages students to reflect and connect their academic growth and clinical
experiences across the PTA curriculum. The strength of the ePortfolio program in preparing competent professionals was a significant contributing factor in the re-accreditation of LaGuardia’s PTA program in 2009.
• Clarence Chan, Associate Professor
• Debra Engel, Chair of Physical Therapist Assistant Program
• Jackie Ross, Academic Clinical Coordinator of Education
The Discrepancy Evaluation Model (DEM) was developed by Malcolm Provus in 1966 to provide information for program assessment and improvement. The DEM defines evaluation as comparing actual performance to desired standards. It examines a program through its development stages to identify weaknesses and make corrective improvements. The DEM process involves deciding what program to evaluate, determining objectives, planning evaluation, collecting information, identifying discrepancies between objectives and accomplishments, and planning next steps. The DEM is most effective for formative evaluation where the purpose is continuous program improvement.
This study compared professional behavior scores of occupational therapy students who experienced traditional 1:1 fieldwork supervision versus a collaborative fieldwork model (CMFE). Results showed there was no significant difference in professional behavior scores between the two groups. This supports the CMFE as an effective pedagogy without compromising learning. The CMFE can help address the shortage of fieldwork placements by allowing multiple students to be supervised simultaneously. Adopting this model more widely could help build capacity for training students and meet needs as outlined in the Centennial Vision.
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
The document outlines a study to assess the effectiveness of planned teaching on the knowledge and practice of nurses in plotting partographs. It aims to evaluate nurses' existing knowledge and practice, the impact of planned teaching, and correlations between demographics and knowledge or practice. The study will assess knowledge and practice through pre- and post-tests and analyze the results to determine if planned teaching improves nurses' understanding and use of partographs.
The Neurofunctional Approach (NFA) is an occupation-based model used to rehabilitate clients with acquired brain injuries through "learning by doing". It focuses on functional goals rather than impairment. NFA involves identifying client goals and strengths, analyzing task performance, developing individualized retraining interventions using repetition and feedback, and emphasizing daily practice to develop automaticity and compensate for impairments. Assessments and intervention approaches include cognitive retraining, strategy training, task analysis, modeling, and errorless learning techniques. The NFA has been used successfully with populations that have injuries such as traumatic brain injury, anoxic damage, or vascular events.
Evaluation is critical component in public policy and other forms of policy. Thus this slides gives a short overview of relevance of Evaluation in every capacity.
As the healthcare industry becomes more competitive, the demand for groundbreaking resources and tools to support and improve services becomes highly demanded.
The Dental Education Technology is an Important & Integral Part of Dental Institute. The training of faculties and Faculty development Programs are essential.
The document summarizes a faculty meeting presentation about a simulation center development project at Coppin State University's Helene Fuld School of Nursing. The presentation introduces the simulation center's vision, mission, and goals of implementing simulation clinical experiences across the nursing curriculum. It discusses challenges in simulation education and research supporting its benefits. Objectives include defining outcomes, presenting an infrastructure design, and facilitating discussion on skills validated through simulation. Policies and guidelines regarding the simulation center are also outlined.
The Vocational School of Nursing needs to improve training on its new high-fidelity simulation programs. A survey found that instructors felt training was inadequate. A gap analysis identified that the simulations were not being used and static mannequins were overused. A 5-day training program will be implemented, involving consultants, to train instructors and students on the simulation software. The goal is for all staff and students to be proficient in using the simulations. Promotional materials will advertise the training to improve nursing skills training.
The document summarizes a case study on using data analysis and learning analytics in higher education. It describes how data was collected through student surveys to understand attitudes towards university services quality. The data was analyzed using SPSS and most students had positive attitudes. Recommendations included using additional quality models and awareness campaigns for services. Data scientists can help universities make data-driven decisions to improve student outcomes and resource allocation.
The onboarding program for new hires provides personalized attention from subject matter experts, introduces employees to various contacts, and addresses any concerns or inquiries immediately. It satisfies sexual harassment training requirements, simplifies benefit options, and enables direct enrollment in benefits. Through lectures, interactions, and literature, it educates and enables new hires, with reinforcement through demonstration-based tutorials. Opportunities exist to utilize existing technology infrastructure more effectively, introduce pre-training evaluations, address usability issues, and assess the program's effectiveness through a training division focused on onboarding challenges. The goal is to provide Indiana with a national model for efficient staffing functions.
Unlocking Educational Potential: A Comprehensive Guide to Learning AnalyticsFuture Education Magazine
Learning Analytics refers to the measurement, collection, analysis, and reporting of data about learners and their contexts for understanding and optimizing learning and the environments in which it occurs.
This document discusses the evaluation of a training program. It defines training effectiveness as the degree to which trainees are able to learn and apply skills from the training. The document outlines several methods for evaluating training programs, including evaluating reactions, cognitive outcomes, skills acquired, attitudes, and results/return on investment. It also discusses factors that influence training effectiveness and principles of effective evaluation.
The Buyer's Guide to Technical Training: Optimizing Work Instructions for Job...angelameek4
The Buyer’s Guide to Technical Training provides a comprehensive overview for organizations navigating the complexities of technical training.
Discover how to best align training goals with organizational objectives and learn the key considerations for creating an effective training program.
Here's what you can expect to learn:
-An overview of training program basics and success measures to make sure you've thought of everything
-Insight into language and communication best practices to optimize job training and enablement accessibility
-A deep dive into technology options and considerations for extended reality, virtual reality, augmented reality, spatial computing, interactive instruction platforms, and much more.
The guide encourages organizations to adopt a holistic and learner-centric approach to technical training, leveraging a mix of traditional and advanced technologies while prioritizing safety, competency, and efficiency.
This document discusses challenges facing nursing education including a faculty shortage, lack of classroom space, incorporating informatics, and a nursing shortage. It also discusses using evolving technologies to bridge gaps between generations of nurses and faculty. Forces influencing higher education like increased competencies, decreased government funding, and increased technology are also covered. Options discussed include distance education, simulation, and incorporating nursing informatics into curricula. An implementation plan is proposed that includes assessing informatics competencies, providing faculty training, forming partnerships, and evaluating the program. The goal is for graduates to master identified nursing informatics competencies.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
Benchmarking Institutional Readiness for Technology Enhanced LearningHelen Carter
Presentation on the ACODE Benchmarks at the 2015 Blended Learning Conference in Sydney, Australia. The ACODE benchmarks have been developed to assist institutions in their practice of delivering a quality technology enhanced learning experience for students and staff. See http://www.acode.edu.au/course/view.php?id=16
This document outlines an agenda for a two-day conference on life science compliance training. The conference will feature presentations and panels on developing effective compliance training programs that ensure knowledge retention. Topics will include using scenario-based and blended learning, addressing challenges for global training programs, and measuring the effectiveness of training. The goal is to provide compliance training executives with strategies to instill the importance of compliance across their organizations.
The document discusses the importance of training and development in organizations. It states that training aims to improve current job performance while development helps employees grow for future roles. The document outlines different types of training programs and describes the typical training system process of assessment, development, and evaluation. It also discusses needs assessment, learning methods, evaluation, and the role of management in employee development.
This document provides information about a 3-day training course on monitoring and evaluating community projects taking place in Lagos, Nigeria from May 21-23, 2014. The training will cover conceptual understanding of monitoring and evaluation, designing evaluations, qualitative and quantitative analysis methods, report writing, and designing monitoring and evaluation systems. Participants will learn about developing indicators, participatory approaches, and using information from evaluations. The training fee is 126,000 Naira per participant and can also be offered as in-house training. It will use lectures, case studies, discussions and workshops to provide applicable knowledge to participants.
This document provides information about a 3-day training course on monitoring and evaluating community projects taking place in Lagos, Nigeria from May 21-23, 2014. The training will cover conceptual understanding of monitoring and evaluation, designing evaluations, qualitative and quantitative analysis methods, report writing, and designing monitoring and evaluation systems. Participants will learn about developing indicators, participatory approaches, and using information from evaluations. The training fee is 126,000 Naira per participant and can also be offered as in-house training. It will use lectures, case studies, discussions and workshops to provide applicable knowledge to participants.
The document discusses how the performance of organizations is dependent on the skills and knowledge of their workforce. Maintaining and improving workforce skills presents a major challenge due to factors like technological change. E-learning can play a significant role in organizational learning strategies and impact performance by allowing faster training rollout and learning that is more effective than traditional models. E-learning supports collaborative learning and knowledge sharing, helping create competitive advantages. While cost savings are easier to prove, e-learning provides broader benefits beyond cost reduction by keeping employees skilled in a changing environment.
The document is a resume for Nancy Milligan, who has experience in biology teaching, laboratory management, and quality specialist roles. She is currently a supervisor at Quest Diagnostic, where she oversees medical diagnostic testing, quality control, and staff leadership. Previously she held management roles overseeing specimen processing. She also has experience as an instructor teaching biology, anatomy, physiology and microbiology courses at the university level. She is seeking a new challenging position applying her diverse skills in management, operations, and higher education instruction.
Similar to Presentation setting sim center agenda 2010 ver4 (20)
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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How to Make a Field Mandatory in Odoo 17Celine George
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Digital Artefact 1 - Tiny Home Environmental Design
Presentation setting sim center agenda 2010 ver4
1. International Conference of Education, Research and Innovation November 15th, 16th, and 17th Rena Boss-Victoria and Cynthia J. Hickman DEVELOPING A MODEL FOR INTEGRATING SIMULATION TECHNOLOGY-ENHANCED NURSING EDUCATION AND CLINICAL PRACTICE TO IMPROVE SAFETY, EFFECTIVENESS AND EFFICIENCY
2.
3. TheDevelopmentProcessForBeginning A Simulation Center Identifyingstepsthatwillhelponetoaccomplishthemission Executing a carefullylaidoutstrategy Measuringprocesseverystep of theway Establishing a direct link betweenstrategy and execution Potentialbarriersprovidingneededopportunity
6. observe outcomes from clinical decisionsSinclair, B., Ferguson, K. 2009. The Purpose Of Study Assess students' perceptions of self-efficacy for nursing practice through use of a mixed-methods study integrating simulations into a nursing theory course. Students were exposed to a combination of lecture and simulation Study Results: Students reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture, simulation and audio-visual technologies. Data suggest students' self-confidence may be increased through use of simulation as a method of teaching and learning. Brannan, J.D., White, A., & Bezanson, J. L. 2008;
7. ProgramCurriculumMethodologiesthat lead toMastery of PsychomotorSkills Simulation Centers’ Foci Engage in scholarshipdesignedaroundevidence-basedresearch Steppingstonesforintegration and competencebuilding Addedvalvetoadultlearner’sexperience encourage active learning criticalthinking problemsolvingprocesses
8. #1 Needs/Resources #10 Sustainability #2 Goals # 9 Improve/ CQI #3 Best Practices #8 Outcome Evaluation #4 Fit #5 Capacities # 7 Implementation/ Process Evaluation #6 Plan Fig. 1 Simulation Center Strategic Plan
9. SIMULATION CENTER STRATEGIC PLAN #1 Needs/Resources -AcademicEnvironmentTransformationEvent Gatheringrelevant data Supplyinventory /requirements Technologycapacities & systemnetworking, audio-video Data tosupportblending of new/existingresources Staffing, scheduling , orientations, trainings #1 Needs/ Resources
11. SIMULATION CENTER STRATEGIC PLAN #2 Goals Seekingclarityand commitment Vision/purpose, mission and goals, withmeasurableobjectives Sharedvision Missionclaritybetweeneducator and student Ongoingassessment and feedback
12. SIMULATION CENTER STRATEGIC PLAN #3 Best Practices EvidenceAssessment Level of Evidence Study’svalidity, theextent of biaspresent, and theoverallusefulnessorapplicability Integration of bestscientificevidence, appraisedevidence and evaluation of organizationaloutcomesafterimplementation of strategiesbasedonevidence. Pooling and blendinginterdisciplinaryexpertise Answering “how are wedoing” Curriculumreflective of programoutcomes Usingsimulationeducationmethodology
13. SIMULATION CENTER STRATEGIC PLAN #4 Fit - Goodness Of FitToTheSimulationIntegrationProcess Ensurethatthere are rules and general policyguidelines A climateforgrowth, change and themaintenance of thesimulation center strategy Considerapproachestolearning Integratingvariousmethodsforlearnersuccess Allowstudentstoimmediatelypracticewhatwaslearned in a didacticsetting. Abilitytopractice in a timelyperiod
14. SIMULATION CENTER STRATEGIC PLAN #5 Capacities involvesa highlyinteractiveprocesstobuildcapacities Criticalappraisal of administration, faculty and students Prioritiesforstrategyimplementation Working as a collaborative and team Simulation and technology trainings Simulationcurriculumplanning Timelinedevelopment
15. SIMULATION CENTER STRATEGIC PLAN #6 The Plan -Definingand confirmingthe plan forimplementation Step-wisephasingmethodology Scaffolding Decisiongrid Strategiesrelatable and relevanttoaims of theacademicprogram Providingsafeclinicalexperiencesforstudents.
16. SIMULATION CENTER STRATEGIC PLAN # 7 Implementation/ Process Evaluation Ensurefidelity of demonstrationmethods/ applications Scheduled regular supervisionforbenchmarks Safety in thesimulation centers remain a highpriority Supportfromfaculty and administrationensuringsystemrequirements are met Pre-appraised and an a proactive plan forimplementation, policies and rules guide thesimulation center activities
17. SIMULATION CENTER STRATEGIC PLAN #8 Outcome Evaluation- processoutcomeevaluation SimulationIntegrationMonitoring And Evaluation Plan. Cumulativebenchmarkindicators Simulationeducationmethodology - uniquewaytoeducatethenextgeneration of nurses Simulation centers can promoteadvancements in technology and education Theoutcomedesired- competent, criticalthinkers, problem-solvers, and proficientskillacquisitions
18. SIMULATION CENTER STRATEGIC PLAN # 9 Improve/ CQI relatedtotheneedtoimprove,modify and re-examine decisions Simulation centers Can deliverbetter training forstudents Assist in delivery of qualitypatientcare Addressaspects of integrity, improvedconsistency, and enhancedconfidence Coreareasfor CQI in simulationintegration Ethics, professionalism, and confidentiality
19. SIMULATION CENTER STRATEGIC PLAN #10 Sustainability - FocusingonSustainment Validationforstudies and replication of procedures. Refine performance standardsforpracticecompetencies Evaluationof thequality of simulation-basededucation and assessment and evaluationmethods Benefits of simulationteachingstrategy Introduce, improve, & reinforceareas in learner’sprogram Increase safety, validateskillswithpractice, addressdifferentlearningstyles Improvethecoordination of cognitive, affective, and psychomotorskills Thechallenge
21. FACULTY AND STUDENT EXPERIENCES Seetherelationshipbetweenclassroomand simulationenvironment Use confirmedinnovativeteachingstrategiesbasedon learningobjectives studentlearningneeds EffectiveWitnessedstudent-centeredlearning in charge of owneducationalexperience Incorporatelived- experiences amakedecisionsaboutownlearning. Motivationishigh engagevoluntarily in thelearningprocess Aneducatorneedstobeprepared, confident and competent.
22. CONCLUSION CONCLUSION Understandingtheeducationalprocessrequired in educating nurses, capitalizingonstudents’ strength, and embracingvariouslearningstyles are allfactorspertinenttosuccessfulSimulation Centers. Studentsand faculty can benefitfrompracticingtheirskills in a simulationenvironmentaftergainingknowledgethatlendstowardscompetence. In spite of theresistant and challenges, accordingtoresearch, students are eager and excitedtoincorporatevariousstrategiestoincreasetheirknowledge and skillsutilizingSimulation Centers. Itis a greattool and motivator. However, withoutvision, people, management, and resources, thedevelopment and integration of thismethodologyislimited
Editor's Notes
Greetings ColleaguesfortheAdvancement of Simulation Center StrategicPlanning, Implementation, and ProcessEvaluation. Itisindeed a pleasuretohavetheopportunityforsharing and learningbasedonformativedevelopmentalexperiencesforscience, education and simulationtechnology.
The mandate tochangetheprevailingculturefromopinion-basedpracticetoevidence-basedpractice EBP has influencedmodelsdesigned as decision –makingapproachestoadvancetheintegration of simulationeducationmethods in highereducationhealthprofessionalprograms, specificallyamongundergraduate and graduateeducationnursingprograms. Simulationisone of themostrapidlygrowingstrategies in clinicaleducation and definingthebestpracticesfordisseminationisessentialtotheintegrationprocess. Theintent of thispaperistofacilitatetheopportunityto explore anapproachtoseekevidence-basedoutcomes in theprocess of simulationintegration in clinicalnursingprofessionaleducation. Doingthingsmany times withoutproofor data indicatingefficacyis a waste of time, talent, and money. Theefforts in education and technologyforsimulationintegrationrequiresseriousattentiontocapability-building and center developmentstrategies.
A criticalappraisal of theeffortstointegratesimulationeducationrequiresknowledge of researchdesign and personal development. Thedevelopmentprocessforbeginning a Simulation Center beginwith a focusonidentifyingstepsthatwillhelponetoaccomplishthemission, executing a carefullylaidoutstrategy and measuringprocesseverystep of theway. Itisbelievedthattheonlywaytoachievetheoverarchingmissionistoestablish a direct link betweenstrategy and execution.Mostinstitutionshave a strategic plan, howeververyfewexecuteupontheirstrategies. Researchindicatesthatorganizations do notexecutethedescribedstrategyforfourmainreasons: Vision -- lack of a sharedvisionPeople – unmotivatedorlimitedunderstanding of clearlydefined performance objectives and measurementguidelines—howtheday-to-dayactivitiescontributetothebiggerpicture in processforthefidelity of theinterventionbasedonevidence. Management- urgenttrumpsstrategic—staffingdecisions are drivenbywhatiseasiestorleastpainfulratherthanwhatismoststrategictoachievetheobjectives and proactivelymonitoredforprogresstowardsstrategyexecution.Resource – resources are thefinancial, human, and physicalassetsthat are usedfortherendering of theeducationservicesthathavevaluetotheinstitution. Mosteducationalinstitutions are challengedbyresourcebarriers, especiallyduringtheseturbulenteconomic times in the U.S.However, recognizingpotentialbarrierstothesimulationintegrationstrategyprovidestheopportunityneededtocriticallyappraise, whyare wehere? As educators, wehave a responsibilitytoprovideaccurateinformation, opportunitiestopracticewhatweteach, and fairmethods of evaluation. Additionally, wemustbemindful of theinternal and externalfactorsthatmayinhibitlearning and beaccommodatingwhenappropriate. Accommodatingmay mean notonlyrecognizingthepotentialbarriers, butremovingthem so students’ educationaljourneywillbeachieved. Currenttrendssuggesteducators are commandedtoconstructstrategiesforpartnerships in thiseducational arena. Integratingsimulationeducationofferstheabilityto “connectthedots” ifyouwillthat can bedemonstrated in simulation performances. Theendproductisstudentsthat can demonstratecriticalthinkingability, skillsattainment, and self-confidence. Itisimperativethatthevisionisclear; thepeople are motivatedbyevidencebasedpractices, managementissupportive, and stewardship of resourcesis sincere.
Theevidence-basedrationalestosupportanadministration’sdecisionstoincreasesimulationmethodologies in healthprofessionseducation, whetheritismedical, nursing, oralliedhealth are many. Abovethosethathavebeencitedduringthisprofessionalconferences, theliterature has providedevidence of benefits and challenges. Toreview a few, thefollowingstudieswereconductedrecentlytopresentthesignificantfindings as evidence. But in general terms a Simulation Center iscreatedtomeettheever-changingdemands of nursingeducation, as well as those of the new graduates at thebedsideor in thecommunity; and forcompetencebuilding and validationbytheadministration and facultyBut in general terms a Simulation Center iscreatedtomeettheever-changingdemands of nursingeducation, as well as those of the new graduates at thebedsideor in thecommunity; and forcompetencebuilding and validationbytheadministration and faculty[2]. Directingfinancial, human and physical capital towardtheintegration of simulation and technologymethodswithinexistingnursingeducationcurriculumprogramsis a shiftoccurring in manyinstitutionalsettings. Key specialtyareafacultymustberecruitedoridentifiedtogenerateinterest and involvement in specificways. Allcoreclinicalcourseswithin a programcurriculum are expectedtobeincluded in thisappraisalforintegrationtoassesscurrentmethods and activities in general and relatedprogramrequirementsspecificallyforformativeprocessmeasurement.
ProgramCurriculummustbe inclusive in simulationtoinclude a survey of thedidacticsetting and identifyingevidenced-basedteachingtoolsthat can aid in cognitiveattainment. Thesetoolsshouldincludemethodologiesthatwilladdvalvetotheadultlearner’sexperience. Theyshouldalsoencourage active learning, criticalthinking, and problemsolvingprocessesthat show thewaytomastery of psychomotorskills. Constructingthesetypes of opportunities are steppingstonesforintegration and competencebuildingleadingto positive outcomesusingSimulation Centers. Wewantcorecompetenciesthat guide thedevelopment of and activitywithinthe centers tohavesoundfoundations. Simulation Centers’ focusiscritical and centers mustberequiredtoengage in scholarshipdesignedaroundresearch. Nurse educatorsduethemselvesaninjusticeifthey bypass and are notcommittedtomakingevidence-basedresearch a reality in thisarea of academia.
Thechargeistocreate a Simulation Center strategic plan thatwillhave a significantimpactontheclinicalpracticeoutcomes of futurestudents and willhavethecapacitytocomplementthecontinuingeducationeffortsforclinicalpracticeimprovementorcertification of experienced and advancedpracticenursingprofessionals. Thecalltoactionisclearfor EBP and evaluationstrategies. Tothatend, the ten 10 stepsappliedforframing a simulationinformaticsinfrastructure in theacademicenvironment are presented in fig. 1 as anapproachtooutcomesforprocessevaluation in settingthestageforsimulationintegration
Theinitialstep in theapproachcallforneeds/resourceappraisals:Itiswithinthisframethattherealities of environmentrelevance and requirementsmustbeconsidered. Thismayinvolvebutnotlimitedto (notexhaustivelistings) gatheringrelevant data to describe outfittingrequired in thephysicalenvironment, supplyinventory /requirements, technologycapacities (systemnetworking, audio-video, data to describe resourcesavailableforblending new/existing), staffing, scheduling , orientations, trainings. Thisissometimesreferredto as anacademicenvironmenttransformationeventwhichwillvary in scope and scalebasedontheappraisal of resourcesavailable. Thehuman capital aspectisessentialtothesimulationintegrationprocessforthepurpose of aligningpeoplewiththestrategy. Thekeyobjectiveistocloseskill gaps in strategicSimulation Center positions thatalloweachfacultytobeequippedwiththesimulationassessmenttoolstheyneedtocarryouttheirwork at peak performance levels. Itisimpossibletoestablish a high-performingsimulation center unlessthefacultyknowswhatisexpected of them, howtheir performance willbemeasured and rewarded, and whatsupports are in place toenhancetheirconfidence and abilitytoserve.
Itbecomesdifficultto prepare competent nurses usingsimulationmethodologiesif nurse educators are notfunctioning as competentpractitioners. Breakingawayfromtraditionalapproachestolearning has tobereplacedbytheeducatorabilitytoembracethismethod of learningwhichoffers so manyopportunitiesto reduce orresolvethefragmentation in knowledge and skillsbylimitedlearningpatterns, lack of competency and apprehension.
Thesecondstep in theapproachseeksclarity and commitmentthroughclearlystatingthevision/purpose, mission and goals, withmeasurableobjectivesdefinedbyresponsibility and functions. Again, thesharedvisionthat can becommunicated at eachlevel in theacceptedvoice of themissionallowsthealignment of information capital totheevidenced-basedstrategic plan forexecution in thecompletion of formativetasks and activitiesrequiredforsimulationintegration. As we look at evaluationfrom a prospectivelens, ourmissionshouldbeclearbetweeneducator and student. Opportunitiestocorrectstudentweaknessesshouldbefollowedbyisolatingpeaks time forusage in Simulation Center tobenefitthestudent. Sinceformativeevaluationsallowsfortheenhancement of learning, ongoingassessment and feedbackremains a feature of itsvision.
Thethirdstep in theapproachgivesprioritytobestpracticesthat are recognizedwithin a contextfor meta-analysiscriticalappraisal. Thisednotonlyforlevel of evidencebutalsoforthestudy’svalidity, theextent of biaspresent, and theoverallusefulnessorapplicabilitytoone’sclinicaleducationsituation. Appraisingsoundness of themethods, theextent of thesearch, and themethodologicalquality of theretrievedstudybecomesthechallengeforadministration and faculty. Itisindeed a searchforintegration of bestscientificevidence, appraisedevidence and evaluation of organizationaloutcomesafterimplementation of strategiesbasedonevidence. Pooling and blendinginterdisciplinaryexpertiseforsharing and dissemination, such as withinthestructure of thisconference, isintendedtoachieveanenvironmenttoquestion and explore a particular area of simulationeducationforeffect and influence.[7] Administration and facultymustbeabletoaccess and use meaningfulinformationtomakecriticaldecisions, set priorities, and allocateresources. Theeffortsto determine implementationregimesmaybeusedtoaddressquestionsduringtheintegrationprocessthataddress, “How are wedoing” and theusefulness of evidence in helpingstudentsthrough and withthe use simulationclinicalexperiencesforlearning. Itisalso vital thatcurriculumreflectprogramoutcomes, evidencedbystudents’ linking and practicingtheirknowledgebasedonsoundresearchthatisreliable and validated. EPB isthekeytothegrowth of the art and science of nursing. Creatinganenvironmentforlearningmustalwaysconsidertheevidence, evidencegivesmerittowhywe use a method of teaching. Thereismountingresearchnoted in theliteraturethatreportincreases in test scores and clinical performance usingsimulationeducationmethodology[8-12]. Validatingtheseobservationswithevidencewillhelp determine iftheeffects of simulationonstudent performance is real ordoessimulationonlyaugmentclinicalexperiences. Simulation Centers have a global presence. Itishighly probable thisindicatesresearchisbeingconducted; and changes in teachingstrategies and curriculum are in thefuture.
Step 4 referstofitand sometimesthisnotionmaybereferredto as goodness of fittothesimulationintegrationprocess. Itisbelievedthatfit of thestrategymustaligntothespecificsdefinedbyinstitutionalobjectives, theprogramrequirements and coursespecificexpectedoutcomes. Theintentistoensurethatthere are rules and general policyguidelinesfortheSimulation Center operationswillsupport a climateforgrowth, change and themaintenance of thesimulation center strategyforformativeprocessevaluation. Ifweconsiderhowtheadultlearnerlearns, thenwealsoconsiderapproachestotheirlearning. Integratingvariousmethodsforlearnersuccessisanessentialelement. Simulation Centers mustallowstudentstoimmediatelypracticewhatwaslearned in a didacticsetting. Theirreadinesstoattainknowledge and skillisassociatedwiththeabilitytopractice in a timelyperiodcloselyrelatedtothe audible range of informationreceived. Optimization of thegoodness of fit in simulationintegrationbecomes popular toallshareholders. Whatgetsmeasuredgets done!!
Step 5 involves a highlyinteractiveprocesstobuildcapacities. Thisemphasisoncapacityincludesthecriticalappraisal of administration, faculty and students. Working as a collaborative and team, simulation and technology trainings, simulationcurriculumplanning and timelinedevelopment emerge as prioritiesforstrategyimplementation. Identification of keyspecialtyfaculty roles and responsibilities, coursespecificcriticalbehaviors, and indicatorsformonitoring are essentialtopreparatory and pilotingstagesforsimulationintegration. The transition from a didactic environment into clinical practice is reported as a time of fear and uncertainty among nursing students. Offering positive experiencesbyadministrators and facultytoembraceSimulation Centers wouldbe of benefittonursingstudents’ education. Simulationeducationmethodology as a strategyforteaching and learning can augmentthedidacticenvironment and offer a win-winsituation. Regardless of thestudent’slevel (LeveloneorLevelfour), nurse educatorsmustconcernthemselveswiththecontenttaught in thedidacticsettingisproficient and transferableintocriticalthinking, skillacquisition, and problem-solvingbehaviors[13=14]. Clear and frequentcommunication and rewardsystems are integral tofostering a climatethatismotivating and innovative. Clinicalfacultyorientations, promotion and tenurepolicies, and annual performance reviewsmustbeconsidered in communicationstoachievehighlevels of accountabilitytowhatisexpectedforsimulationintegrationvalue and continuousinvestment.
Step 6 referstothe plan. Defining and confirmingtheplan forimplementation. Thismayalsobereferredto as theroadmapforsimulation center development and nursingcurriculumintegration as developedbyadministration and facultythatmaybedesigned as a step-wisephasingmethodology. Itisnotuncommonfortheobjectives of the plan tobescaffoldtofacilitatethedevelopmentprocess and a decisiongridthatwillpromoteteamexploration, discussion, role-playthatpromotesmodeling and testing of eachcriticalpaththatisexpectedtoadvancetheoverarchingmission. A customizesimulationintegration plan isintendedtomakestrategiesrelatable and relevanttoaims of theacademicprogram. Nurse educators are facedwithmanyobstacles in providingsafeclinicalexperiencesforstudents. Ensuringstudentsgaintheneededknowledgefromsimulation centers; facultymustbeadequatelyprepared and beabletogiveclearguidelinestostudent. Educators are challengedwithmultitasked as theyadjustto new technology. Howwillthelabbestaffed? Nurse educatorshaveopportunitiesto prepare competentpractitioners in a safesetting. Beingprepared and trainedisessentialtothisinteractivelearningenvironment. Once facultyistrained, preparing and guidingstudents can begin. Maintaining a positive attitudeisimportantforstudentstowitness. Policies and proceduresmustbewritten and compliance has tobeenforced once implementation has beencompleted.
Step 7 istheimplementationstage. In addition and concurrently, processevaluationisconductedtoensurefidelity of demonstrationmethods/applicationsisemployed. Forexample, anadministration and teamdecisionto use a modelto observe students in simulationwillprovidethecontext, background, and relationshipforapplications. There are scheduled regular supervisionforbenchmarks of simulationclinicalexperiences and technologysystemequipmenteffectiveness. Accreditation agencies are promotingsimulationeducationmethodology as a valuabletoolforthefuture. Thereisanexpectationthat safety in theSimulation Centers remain a highpriority. Success of theprogramrequiressupportfromfaculty and administrationthatensuressystemrequirements are met as welltoolsforevaluation. The pre-appraised and proactive plan forimplementation, policies and rules guide theSimulation Center activities in theformativeprocessevaluation.
Step 8 referstoprocessoutcomeevaluation as theresult of theSimulationintegrationmonitoring and evaluation plan. Thecumulativebenchmarkindicators are expectedtoprovide data forprogramanalysis in thecontext of progress and evaluationwithintheformativeprocess. Theinformationgathered can define significantfindingsforpreparatorystage, pilotingstage and theimplementationstageforsettingthestageforintegration. Byutilizingsimulation as a methodforlearning, it prepares studentsfortheir role as nurses and can reduce therisk of injury, error, ordeath of patients. Enhancingthelearning of students and ultimatelypromotingthebestpossiblepractice in theclinicalsettingis central. Simulationeducationmethodologyoffers a uniquewaytoeducatethenextgeneration of nurses. Simulation Centers can promotetheadvancements in technology and education. Competent, criticalthinkers, problem-solvers, and proficientskillacquisitionsbecometheoutcomedesired
Step 9 isdirectlyrelatedtotheneedtoimprove, modify and re-examine decisionsthat can promotethecontinuousquality and correctiveactioninterventions. Simulation Centers willdeliverbetter training forstudentstoassistwithqualitypatientcare. Integrity, improvedconsistency, and enhancedconfidence are thehallmark of maintainingallaspect of theseareas. Coreareasfor CQI in simulationintegrationmustincludeethics, professionalism, and confidentialityrelatedtoallmaterials and activitiesapplied in thelearningprocessoutcomeforadministration, faculty and students
Step 10, the final stepisfocusedonsustainment.Theresearchprovidesvalidationforstudies and thecontentwillfacilitatereplication of procedures. Replicationallowstheface of simulationto resemble the “real world” and to refine performance standardsforpracticecompetenciesthat are set basedonevaluation of thequality of simulation-basededucation and assessment and evaluationmethodsforinstitutionalizationwithintheprograms of nursing and otherhealthprofessions. Benefitstosimulation are many. Thisteachingstrategy can introduce, improve, and reinforcemultipleareas in thelearner’sprogram and buildconfidence prior to real clinicalexperiences. Italso can increase safety, validateskillswithpractice, addressdifferentlearningstyles, and improvethecoordination of cognitive, affective, and psychomotorskills. Theneedforcompetency-basednursingeducation and standardmethodstomeasureeffectiveness of simulationtechnology performance remains. Thechallengebeforeustodayistoidentify a Simulation Center approachtooutcomesthat can appliedto determine ifthe use of Simulationmethods, as a new thirdlegonthestool of science and educationwillinfluenceclinicalskillretention (judgment, safety) and competencies (clinicalskills, basicknowledge) of pre-licensure, experienced and advancedpracticenursing in thecontext of clinical performance and error prevention.
Benefitstosimulation are many. Thisteachingstrategy can introduce, improve, and reinforcemultipleareas in thelearner’sprogram and buildconfidence prior to real clinicalexperiences. Italso can increase safety, validateskillswithpractice, addressdifferentlearningstyles, and improvethecoordination of cognitive, affective, and psychomotorskills. Theneedforcompetency-basednursingeducation and standardmethodstomeasureeffectiveness of simulationtechnology performance remains. Thechallengebeforeustodayistoidentify a Simulation Center approachtooutcomesthat can appliedto determine ifthe use of Simulationmethods, as a new thirdlegonthestool of science and educationwillinfluenceclinicalskillretentionjudgment, safety and competenciesclinicalskills, basicknowledge of pre-licensure, experienced and advancedpracticenursing in thecontext of clinical performance and error prevention.
FACULTY AND STUDENT EXPERIENCESSeeingfirsthandtherelationshipbetweentheclassroom and theactivities in thesimulationenvironmentconfirmedinnovativeteachingstrategiesmustbebasedonbothlearningobjectives and studentlearningneedsWitnessedstudent-centeredlearning can beeffectivebecausestudentsdemonstratedtheirdesiretobe in charge of theirowneducationalexperience. Student-centeredlearningis a valuable concept and one I will use consistently. Knowles 1970 states, “at itsbest, anadultlearningexperienceshouldbe a process of self-directedinquiry”. Adults’ readinesstolearnisincreased as theydevelop and incorporatetheirlived- experiences in theenvironment of learningWith so muchdiversity, itisparamountthatadultstudents are allowedtomakedecisionsabouttheirownlearning. Adultlearners’ motivationtolearnishigh; becausetheyengagevoluntarily in thelearningprocess, thereforeaneducatorthatisresponsibleforstudentinstruction, needstobeprepared, confident and competent.
CONCLUSIONUnderstandingtheeducationalprocessrequired in educating nurses, capitalizingonstudents’ strength, and embracingvariouslearningstyles are allfactorspertinenttosuccessfulSimulation Centers. Students and faculty can benefitfrompracticingtheirskills in a simulationenvironmentaftergainingknowledgethatlendstowardscompetence. In spite of theresistant and challenges, accordingtoresearch, students are eager and excitedtoincorporatevariousstrategiestoincreasetheirknowledge and skillsutilizingSimulation Centers. Itis a greattool and motivator. However, withoutvision, people, management, and resources, thedevelopment and integration of thismethodologyislimited