A Statewide Curriculum Model for Teaching Simulation Education Leaders

Abstract

Background The Maryland Clinical Simulation Resource Consortium (MCSRC) was funded to increase the quality and quantity of simulation used in nursing education. Problem Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy. Approach The MCSRC developed a statewide curriculum model for a 3-day train-the-trainer program framed in theory and grounded in evidence. The program teaches nurse educators across 3 levels: novice, competent, and expert. Outcomes The evaluation plan was developed using Kirkpatrick's 4 levels to measure outcomes of the program. Self-confidence, satisfaction, knowledge, and behavioral changes have been realized. Nurse educators are now using theory, standards, and guidelines when conducting simulation-based experiences. Conclusions The curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.

Redefining Health-Care Simulation Facilitator Professional Development through Online Learning

“…The training consisted of an initial 3-day program followed by a hybrid of online learning and a 1-day on-site session.The program was evaluated using Kirkpatrick's Levels of Evaluation (Kirkpatrick Partners, 2014), which evaluates training outcomes across 4 levels: 1) Knowledge, 2) Learning, 3) Behavior, and 4) Results/Return on Investment. Beroz et al (2019) demonstrated Level 4 outcomes of increased percentage of nursing programs substituting simulation for clinical hours and increased National Council Licensure Examination (NCLEX) scores in the programs that participated in the train-the-trainer program. Although numerous articles support facilitator development, there are few suggestions on how to develop an easily accessible, asynchronous method of providing foundational simulation training when resources are limited by time and money (Gore & Singh, 2019).…”

Evaluation in health professions education—Is measuring outcomes enough?

“…As mentioned above, the Kirkpatrick Model has been widely used in evaluation in HPE. It has been used to evaluate a range of education programmes including simulation in medical students, residents and physicians 31–33 ; simulation in nursing 34,35 ; interprofessional learning 36 ; continuing professional development 37–39 ; online learning 40 ; and curriculum evaluation 41,42 . The model was first published by Donald Kirkpatrick as a series of four articles in 1959 and 1960, 43–46 which aimed to provide guidance to human relations training directors to increase their evaluation efforts.…”

“…It has been used to evaluate a range of education programmes including simulation in medical students, residents and physicians [31][32][33] ; simulation in nursing 34,35 ; interprofessional learning 36 ; continuing professional development [37][38][39] ; online learning 40 ; and curriculum evaluation. 41,42 The model was first published by Donald Kirkpatrick as a series of four articles in 1959 and 1960, [43][44][45][46] which aimed to provide guidance to human relations training directors to increase their evaluation efforts. The New World Kirkpatrick Model builds on the original Kirkpatrick Model and was developed by Donald Kirkpatrick's son and daughter in law (James and Wendy Kirkpatrick) to modernise the model, sometime between 2008 and 2010.…”

Potential for radical change in Higher Education learning spaces after the pandemic

“…Games stimulate pleasure in the brain while engaging the consciousness of the player within an experiential learning context. Research associated with learning through play and fun has been amassed over the last seven decades; yet this research has not been widely trusted or adopted as the foundation for the transformation of educational pedagogy (education of children) and andragogy (education of adults) in higher education (Beroz et al, 2020;Campos et al, 2020;Girard et al, 2013;Hays, 2005).…”