As the demand for nurses increases across the United States, nursing programs are challenged to increase enrollment. Thus, expert clinicians without teaching experience are often hired as clinical faculty. Using simulation to train novice clinical faculty is one method to bolster the clinical faculty workforce. For this project, six Quality and Safety Education for Nurses (QSEN)-focused simulation-based learning experiences (SBLEs) were developed to train novice clinical faculty. Master’s-level nurse educator students participated in the SBLEs. The SBLEs were found to be valuable for learning the clinical faculty role and debriefing increased understanding of the QSEN competencies.
The use of simulation to prepare new graduates to enter a dynamic workforce is an effective strategy to improve skill acquisition, critical thinking, and the training needed to care for complex patients. Megacode simulation was implemented in the undergraduate curriculum during the last semester prior to graduation. Students (n = 52) completed the Clinical Decision-Making Self-Confidence Scale; 95 percent were satisfied with the megacode experience and perceived the simulation training as beneficial in content knowledge and skill acquisition. Megacode simulation provided senior-level nursing students the opportunity to develop in their new role as graduate nurse.
Background: Prelicensure nursing programs often hire clinical experts who are novice educators to teach integration of nursing clinical judgment within the context of patient care experiences. Purpose: To describe practices of schools of nursing to onboard, orient, and mentor newly hired faculty. Methods: Faculty (n = 174) and leaders (n = 51) replied to an online survey. Results: The majority (81.63%) of leaders hire novice nurse educators; 58.14% require a minimum bachelor of science in nursing degree; 54.72% have an orientation plan consisting of a mean of 13.86 hours, which was mostly asynchronous learning. Of the 77.08% of leaders with an onboarding plan, 84.13% assign a preceptor; 51.35% of them are compensated. Conclusions: Most schools of nursing hire experienced clinical nurses who are novice nurse educators, without organizational structures to support acquisition of teaching expertise. Academic institutions are called on to support clinical nurse educator professional development. Evidence is needed to design effective and fiscally pragmatic onboarding programs based on the certified nurse educator competencies.
Auditory hallucination is common in schizophrenia, influencing emotional state and behavior. Most patients experience high levels of distress, paranoia, and depression. After participating in the "Hearing Voices" auditory simulation, which involved rotating through various workstations while listening to distressing voices, nursing students (n = 39) completed the Kiersma-Chen Empathy Scale. All were satisfied with the auditory simulation; 90 percent perceived the experience as beneficial to their role as a registered nurse. This innovative teaching strategy, utilizing simulation, provided an opportunity to experience auditory hallucinations, thereby increasing both understanding and empathy.
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