Faculty Development: Integrating Simulation into the Nursing Curriculum Planning Committee: Cathy Cormier PhD RN Tonia Vessel MSN RN Michelle Ellis MSN RN Donna Hathorn PhD RN Sharon Landry MSN RN Willa Stewart MSN RN Theresa St. Romain MSN RN

1. Define simulation in reference to Southeastern’s nursing curriculum. 2. Identify types of simulations from low to high fidelity. 3. Discuss advantages of simulation as a teaching strategy to enhance student learning. 4. Identify the steps to planning a simulation experience. 5. Discuss strategies for integrating simulation into the nursing curriculum. 6. Identify resources for integrating simulation. 7. Explore the functions of high-fidelity simulators in hands-on environment.

Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it. Lou Holtz (Head Coach, University of Notre Dame )

SELU Simulation Time Line Fall 2007: Spring 2008: Summer 2008: Fall 2008: Spring 2009: Fall 2009: Spring 2010: Formation of Ad-Hoc Skills Group Implement N477 & N473 Implement N382 & N489 Implement N373 Faculty Development, Room Set-up, Standardized Patients N226 Initiate On-line videos On-Line Skills Videos & Proposal for Incorporating Simulation

 Nursing Department Budget  Internal Grants:  Center for Faculty Excellence  External Grants  Board of Regents  Fellowships  Baton Rouge Area Foundation  Partnerships  Healthcare Systems  Community Outreach

 “To replicate some or nearly all of the essential aspects of a clinical situation so that the situation can be more readily understood and managed when it occurs for real in clinical practice” (Morton, 1995, p. 76)

Simulation is a TEACHING STRATEGY used to provide REAL LIFE EXPERIENCES in a SAFE LEARNING ENVIRONMENT

NLN (Jefferies, 2005) NLN Simulation Model

 Safe practice of high risk low frequency skills  Students can make mistakes without compromising patient safety (Decker, Sportsman, Puetz et al. 2008)

Why use simulation based education?  Engages student in active learning  Active learning improves knowledge retention (Johnson et al., 1999)

Why use simulation based education?  Self Reflection  Promotes critical analysis of self with regards to clinical nursing skills (Jefferies, 2005)

Why use simulation based education?  Team Building (McCausland, Curran, & Cataldi, 2004)  Sharing knowledge & collaborating with peers

 Resume Builder  Research Opportunities  Exciting Opportunity to Enhance Current Teaching Practices

 Recruiting Tool  Prepares Baccalaureate Generalist  Integrates 5/9 Essentials for Baccalaureate Education Outlined by CCNE  II – Patient Safety  III – Evidence Based Practice  IV – Application of Patient Care Technology  VI – Collaboration  !X – Baccalaureate Generalist Nursing Practice

 Evidence Synthesis  Laschinger et al  23 studies  Aim: To review the evidence on the effectiveness of simulation in the professional education of health care providers.

 Results  High learner satisfaction with simulation  High fidelity simulators are useful for teaching high acuity skills.  Gains in knowledge are short term, performance will decline over time.

 Conclusions:  Simulation should be used as an adjunct not replacement for clinical practice.  Students enjoy simulation and feel it makes learning easier.  More research is needed to evaluate skills acquisition using simulation as a teaching methodology.

Reflects 2010 Vision & Strategic Priorities

 Objectives  Fidelity  Problem Solving  Student Support  Debriefing (Jeffries and Rogers, 2007)

 Reflect the intended outcome of the experience.  Specify the expected learning behaviors.  Provided details to the learner regarding the expectation of the learning experience.

Technology Does Not Drive the Simulation Experience

 Low  Static equipment for skill attainment.

 High  Complex situation replicating real life

 Scenario should be challenging but obtainable  Provide opportunities to:  Prioritize nursing assessment  Provide nursing care based on assessment  Self Evaluate

 Cues provided to direct assessment and nursing care during simulation:  Verbal  Lab Reports  Phone Calls  Simulator Programming  Cue Card for other participants

 Focus  Learning outcome  Application of concepts  Faculty Role  Facilitator

 Goals  Self assessment :  Nursing Actions  Decisions  Communication Techniques  Ability to deal with unexpected ( See Handout )

 Determines:  Effectiveness of simulation experience  Student Learning  Student Satisfaction with Teaching Strategy

 Schedule the simulation with skills lab coordinator & course coordinators.  Create scenario or utilize standardized scenarios  Determine Equipment/Props needed  Wigs, Tattoos, Odors, Wounds, etc.

 Determine what the student will need to do to prepare for the simulation  Test-run scenario prior to student engagement  Conduct Scenario  Debriefing

 Enhance Clinical Experience  Pre-Clinical Performance Assessment  Student Exposure to Low Frequency Scenarios  Application of Theory to Practice in Classroom  Every Clinical Group Will Rotate Through the Simulation Lab

 Business Plan  Policies/Procedures & Infrastructure  Faculty Development: On-Going  Support for Faculty Research  Curriculum Development

 Sim Man/Sim Baby   Noelle   NLN Simulation Site   Kansas State Board of Nursing  ary.htm ary.htm  The Bay Area Nursing Resource Center 

1. How can you utilize simulation as a teaching strategy?

2. How can you utilize simulation to evaluate student performance?

3. What key scenarios will be appropriate for students at your level?

4. What is your burning question on simulation?

 Decker, s., Sportsman, S., Puetz, L., & Billings, L. (2008). The evolution of simulation and its contribution to competency.  Jefferies, P. (2005). A framework for designing, implementing, and evaluating simulations used in teaching strategies in nursing. Nursing Education Perspectives, 26(2),  Jefferies, P.& Rogers, K. (2007). Theoretical framework for simulation design. In P. Jefferies (Ed.). Simulation in nursing education: From conceptualization to evaluation (pp.22-33). New York: National League for Nursing.  Johnson, J., Zerwic, J., & Theis, S. (1999). Clinical simulation laboratory: An adjunct to clinical teaching. Nursing Educator, 24(5),

 Laschinger, S., Medves J., Pulling,C., McGraw R., Waytuck, B. Harrison, M. & Gambeta K. (2008). International Journal Evidence Based Healthcare, 6, pp  McCausland, L., Curran, C., & Cataldi, P. (2004). Use of a human simulator for undergraduate nurse education. International Journal of Nursing Education Scholarship, 1(1),  Morton, P.G. (1995) Creating a laboratory that simulates the critical care environment. Critical Care Nurse, 16(6),