Aims Background & Literature Review Methods Conclusion Results Acknowledgements Further Reading & References The aims of the educational intervention was a) to facilitate nursing faculty knowledge and skill in the use of simulation as a pedagogy for nursing education, and b) examine the effectiveness of the intervention through perceived self-efficacy. The objectives of the educational intervention were to provide an opportunity for CSU Channel Island’s nursing faculty to: 1.Acquire knowledge of simulation as a pedagogy for nursing education; 2.Demonstrate skill in use of simulation with hands-on application; and, 3.Attain the ability to evaluate student knowledge, skills, attitude, critical thinking, and clinical reasoning using simulation as a learning strategy. Simulation is an accepted teaching-learning strategy that enhances development of knowledge, skills, attitudes, and critical thinking by providing a safe, realistic clinical situation for problem solving within a controlled laboratory. Simulation is described as providing a clinical scenario to a group of students who provide care to a manikin or standardized patient in order to facilitate the needs of the learner (Gates, Parr, & Hughen, 2012; Jeffries, 2012). High-fidelity simulation entails use of a computerized manikin that offers humanistic physiological parameters. A clinically relevant designed simulation using high-fidelity engages the learner in application of knowledge through cognitive, psychomotor, and affective domains of learning. The integration of simulation as a teaching-learning strategy is still young, with reports of increasing use in nursing curriculums over the past 10 – 15 years. A 2010 survey by the National Council of State Boards of Nursing found 58% of the 379 responding baccalaureate nursing programs used manikin-based simulation in their curriculum (Kardong-Edgren, Wilhaus, Bennett, & Hayden, 2012). Effective use of simulation by educators entails confidence, a degree of competency, and expertise in delivery of content, simulation strategy, and technology. Nursing educators often lack experience, time, and structured training in simulation (Dowie I, 2011; Mauro, 2009). CSU Channel Island’s nursing program has fully integrated simulation into its curriculum, where only two faculty members are skilled in simulation, i.e., trained, consistently using, and developing scenarios. A need to close the gap between lack of knowledge and skill with integration of simulation was identified. Structured instructional training for nursing educators has been found to be an effective strategy for development of faculty competency in use of simulation (Guimond, Sole, & Salas, 2011; McNeill, Parker, Nadeau, Pelayo, & Cook, 2012). Considerations of faculty time, expense, varied knowledge and skill needs, as well as location of resources are felt to be key elements in structuring educational interventions with nursing educators. An invitation was sent to all current nursing faculty at CSU Channel Islands (n=15), with eight agreeing to participate in an educational course on simulation. The educational course was comprised of two primary components: 1) an online introduction and overview of simulation and 2) on-site training session at CSU Channel Islands Nursing Simulation Lab. The online introductory training was accomplished by assigning the seven learning modules, Teaching with Simulation, developed by the University of Washington ( with-simulation/teaching-with-simulation.html-0). The participants were directed to take the post-test for each learning module and print a copy of the results to bring to the on-site training session. The seven learning modules included: 4 Basic Lessons3 Advanced Lessons -Pedagogical approaches to develop critical thinking-Evaluation of learning using simulation -Designing and writing scenarios-Matching simulators to clinical educational outcomes -Briefing-Bringing realism to simulation -Debriefing The on-site training session was conducted on February 8, 2014 in the simulation lab at CSU Channel Islands. The on-site training was led by three faculty with expertise in simulation: two nursing faculty from CSU Channel Islands and one nursing faculty from a private university. The on-site training session was 4.5 hours in length and covered an overview of the on-line introductory training; integration of simulation in the nursing curriculum at CSU Channel Islands; simulation design from pre-briefing to de-briefing; hands-on training in operating equipment (e.g., medium and high fidelity simulators, MedDispense), use of standardized patients, and running a simulation from start to finish. Each participant was given a binder containing program content and references during the on- site training, in addition to 8 continuing education units (CEUs) for completion of the course. A pre- and post-survey of the educational interventions was distributed to the participating faculty that ranked knowledge, confidence, and evaluation of the education intervention using a Likert scale. Although the study is limited by a small sample size conducted with faculty from one nursing program, the results indicate the educational intervention improved faculty confidence and peaked interest in the use of simulation in nursing education. Faculty were positive about the experience and demonstrated willingness to discuss ideas to implement simulation in courses taught. Further research is recommended with a larger sample of nursing faculty to determine the impact of an educational intervention in simulation and on self-efficacy. Additional follow-up research is also recommended to evaluate the longer term outcomes of the faculty implementation of, frequency, and use of simulation after the educational intervention. A paired samples t-test was conducted to compare pre-and post-survey results. Increases in self-reported scores of faculty in their level of confidence (t=-2.05, p=0.08), acquisition of knowledge (t=-2.05, p=0.08), skill (t=-2.05, p=0.08), and training relevancy to nursing’s academic curriculum (t=-2.65, p=0.03) was found. Open question feedback from faculty included gaining of knowledge about debriefing, insight on student perspectives of simulation, and acquisition of hands-on practice in simulations. University of Washington, Health Sciences Center. Teaching with Simulation: Basic & Advanced Simulation Lessons at Dowie I, P. C. (2011). Supporting the lecturer to deliver high-fidelity simulation. Nursing Standard, 25(49), Gates, M. G., Parr, M. B., & Hughen, J. E. (2012). Enhancing nursing knowledge using high-fidelity simulation. Journal of Nursing Education, 51, Retrieved from doi: / Guimond, M. E., Sole, M. L., & Salas, E. (2011). Getting Ready for Simulation-Based Training: A Checklist for Nurse Educators. Nursing Education Perspectives, 32(3), Retrieved from doi: Jeffries, P. R. (Ed.). (2012). Simulation in nursing education: From conceptualization to evaluation. New York, NY: National League for Nursing. Kardong-Edgren, S., Willhaus, J., Bennett, D., & Hayden, J. (2012). Results of the National Council of State Boards of Nursing national simulation survey: Part II. Clinical Simulation in Nursing, 8(4), e doi: Mauro, A. M. P. (2009). Jumping on the simulation bandwagon: getting started. Teaching & Learning in Nursing, 4(2), McNeill, J., Parker, R. A., Nadeau, J., Pelayo, L. W., & Cook, J. (2012). Developing nurse educator competency in the pedagogy of simulation. Journal of Nursing Education, 51(12), doi: Enhancing Self-Efficacy in Faculty Use of Simulation through an Educational Intervention Colleen Nevins, RN, MN, DNP(c); Jaime Hannans, RN, PhD; Suzette Bosveld, DNP, RN, CCNS, NP-C  Adult Learning Theory  Benner’s Novice to Expert  NLN/Jefferies Simulation Framework  Reflective Learning  Learner – centered  Constructivism  Collaboration  Experiential learning  Safe learning environment Aims Screenshot of image found on Google Theory