Teresa Gore

Use of Simulation in Undergraduate and Graduate Education

Simulation is not just technology but a teaching method used to allow students to practice in a safe environment. The focus of simulation is to improve patient safety, communication, and the ability of the student to think and act as a nurse or advanced practice nurse. As use of simulation in nursing education increases, more regulations, guidelines, and standards are being developed to assist nursing programs to obtain best outcomes. This article provides readers with an overview of simulation use in undergraduate and graduate nursing education.

Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical

Abstract Nurse educators claim accountability to ensure their students are prepared to assume leadership responsibilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nursing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leadership-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching–learning dyad toward simulation.

The Relationship Between Levels of Fidelity in Simulation, Traditional Clinical Experiences and Objectives

Abstract The purpose of this study was to explore the relationship of baccalaureate nursing students’ (BSN) perceived learning effectiveness using the Clinical Learning Environments Comparison Survey of different levels of fidelity simulation and traditional clinical experiences. A convenience sample of 103 first semester BSN enrolled in a fundamental/assessment clinical course and 155 fifth semester BSN enrolled in a leadership clinical course participated in this study. A descriptive correlational design was used for this cross-sectional study to evaluate students’ perceptions after a simulation experience and the completion of the traditional clinical experiences. The subscales measured were communication, nursing leadership, and teaching-learning dyad. No statistical differences were noted based on the learning objectives. The communication subscale showed a tendency toward preference for traditional clinical experiences in meeting students perceived learning for communication. For student perceived learning effectiveness, faculty should determine the appropriate level of fidelity in simulation based on the learning objectives.

Using Simulation to Promote Professional Development of Clinical Instructors.

BACKGROUND Clinical instructors play an important role in the education of nursing students. Nursing faculty must provide orientation and support for clinical instructors to ensure quality clinical experiences for students. Simulation can be used as a teaching strategy to prepare clinical instructors for clinical teaching. The purpose of this article is to describe the use of simulation to prepare clinical instructors in the role of teaching and increase confidence to provide clinical education to students. METHOD Clinical instructors attended an orientation program that included simulation. During the simulation, nursing student volunteers role-played situations that required instructors to intervene for patient safety. Following the simulation, clinical instructors completed an online survey to measure confidence in teaching students. RESULTS Twenty-six clinical instructors participated in the simulation with student volunteers and completed the survey. CONCLUSION Clinical instructors thought the simulation prepared them for clinical teaching, increased their confidence, and assisted them to provide student feedback.

“Stampede Your Nursing Curriculum with Full Integration of Simulation Using Best Practices: An International Perspective”

This presentation will critically analyse simulation integration across the nursing curricula in three universities worldwide noting the differences and similarities in implementation rationale, processes and outcomes, and map them against some standards of best practice in simulation. Examples will provide options for integrating simulation across their curricula. – UK: Progressive use over the three year curriculum - from task trainers to high fidelity full immersive scenarios – Switzerland: Specific simulation credited modules to support the complete curriculum – US: Simulation incorporated into all clinical courses with the revision of the curriculum to meet the new AACN Essentials of Baccalaureate Nursing