Penni Watts

Simulation Faculty Development: A Tiered Approach

Summary Statement Simulation faculty development has become a high priority for the past couple of years because simulation programs have rapidly expanded in health systems and universities worldwide. A formalized, structured model for developing quality facilitators of simulation is helpful to support and sustain this continued growth in the field of simulation. In this article, we present a tiered faculty development plan that has been implemented at a university in the United States and includes the essentials of faculty development. We discuss the rationale and benefits of a tiered faculty development program as well as describe our certification plan. The article concludes with lessons learned throughout the process of implementation.

The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire.

Purpose: The purpose of this study was to adapt the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS), “Simulation Design Scale” (SDS), and “Educational Practices Questionnaire” (EPQ) developed by Jeffries and Rizzolo into Turkish and establish the reliability and the validity of these translated scales. Methods: A sample of 87 nursing students participated in this study. These scales were cross-culturally adapted through a process including translation, comparison with original version, back translation, and pretesting. Construct validity was evaluated by factor analysis, and criterion validity was evaluated using the Perceived Learning Scale, Patient Intervention Self-confidence/Competency Scale, and Educational Belief Scale. Findings: Cronbach’s alpha values were found as 0.77–0.85 for SCLS, 0.73–0.86 for SDS, and 0.61–0.86 for EPQ. Conclusions: The results of this study show that the Turkish versions of all scales are validated and reliable measurement tools.

Using Simulation to Teach Telehealth Nursing Competencies

BACKGROUND The use of telehealth to provide care to millions of patients who have difficulty accessing care through traditional means is growing exponentially. Nurse educators must prepare students to meet the challenge of managing this mode of care delivery. METHOD A simulated telehealth experience was designed using the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation™, student learning objectives, and telehealth competencies. The design promoted active participation in a telehealth visit with a standardized patient. RESULTS The simulation provided students with the opportunity to demonstrate use of telehealth equipment and become familiar with telehealth competencies. This hands-on experience increased student engagement related to telehealth as a health care delivery option and was an effective objective structured clinical examination. CONCLUSION Integration of telehealth into the nursing curriculum is a necessity as health care technology advances. Simulation is one strategy available to expose students to telehealth and increase student engagement. [J Nurs Educ. 2018;57(10):624-627.].

A Competency-Based Curriculum for Critical Care Nurse Practitioners' Transition to Practice.

Background Nearly one‐third of new‐graduate nurse practitioners report undergoing no formal orientation process, and postcertification orientation processes vary. A validated curriculum would address the need for structured training to enhance new graduates’ practice transition. Methods A competency‐based practice transition curriculum for intensive care unit nurse practitioners was created using a literature review and expert panels. Competencies were established that were based on clinical categories essential to nurse practitioner practice in the intensive care unit and adapted from existing Accreditation Council for Graduate Medical Education training, aligned with the precertification nursing curriculum. Participants recruited from academic and clinical backgrounds were asked to rank curriculum items using a 4‐point Likert scale. Competencies were refined on the basis of participants’ survey feedback. Results A total of 31 participants from academic medical centers and schools of nursing throughout the United States responded to the request for competency validation; 29% of participants provided qualitative data. All 9 competency topics received a mean rating greater than 3.5 and were deemed valid. Using the combined quantitative and qualitative data, a final set of competencies for nurse practitioners in the intensive care unit was developed. Conclusions The curriculum developed and validated in this study can become the basis for practice transition for novice nurse practitioners. The curriculum is adaptable and can be used for surgical and medical intensive care units. As refined, the competencies provide a validated foundation for training of new‐graduate nurse practitioners in the intensive care unit.

Board 115 - Program Innovations Abstract An Interprofessional Intensive Care - Laboratory Science, Medicine, Nursing and Respiratory Therapy Students and Trainees (Submission #560)

Introduction/Background The value of interprofessional simulation is increasingly being documented. Our group sought to develop a multi-patient, multi-professional extended simulation session for laboratory science, medicine, nursing and respiratory therapy participants. The intent of the simulation was to challenge learners with significant complexity to allow for critical thinking, prioritization and team-based communication challenges. We created a very difficult afternoon in the intensive care unit (ICU) setting. Methods A multi-professional team including laboratory sciences, medicine, nursing and respiratory therapy developed a four patient ICU based extended time simulation experience. Patient profiles were created by the simulation team. A timeline and set of expected actions was carefully crafted. The patient record was created and included nursing documentation on ICU based flow sheet as well as timed laboratory results. The patients that were in the mock ICU included a recent transfer from the floor with presumed septic shock who develops a transfusion related lung injury reaction, an expected new admit from the emergency department with chronic obstructive pulmonary disease who needs bipap, a patient who recently received a tracheostomy and who is weaning off the respirator and a recent transfer from the floor with respiratory distress who is currently being evaluated for a pulmonary embolus. The nursing students arrived before the other learners and received check out from confederate nurses who were going off shift and had time to complete their assessments. The respiratory participants were briefed about available equipment and respiratory plan of care. Seven nurses, four laboratory students, two medical residents, one medical student and three respiratory therapy students participated in the simulation. Over 15 faculty members and confederates were present to assist with scenario flow, manikins management and debriefing. The entire scenario lasted 75 minutes and the debriefing was completed in stages, with a portion at the bedside, a portion with the entire group and additional discipline specific debriefing. Evaluation data included general evaluation which was solicited both in writing and in the form of a focus group. Participants were overwhelmingly positive about the experience. They highlighted the opportunity to practice the care of patients with other healthcare team members. Nursing students in particular had suggestions for improving the fidelity of the situation. Faculty involved provided feedback for future sessions. The faculty after action review focused on both discipline specific improvements, as well as overall opportunities for clarification. For example, for nursing and respiratory requested standardization of medications and supplies in a format that is more consistent with an actual ICU setting. The physicians reported that the fact that they were needed in many locations added to the realism but would have preferred to have the standard checkout sheet that they use in actual practice. Laboratory science students, who were located off site, would prefer to be closer to the action. Conclusion To our knowledge, this represents the first collaboration of these four disciplines in a multi-patient simulation scenario focusing on prioritization of multiple patients. The activity was well received; however, the quality of the simulation experience was likely related to the high proportion of faculty to students. Additional work is needed to streamline this educational effort to allow for widespread implementation. Reference ©1. Scherer et al. Interprofessional Simulation to Foster Collaboration between Nursing and Medical Students Clinical Simulation in Nursing (2013) e1-e9. Disclosures None.