A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Beroz, Sabrina

doi:10.1016/j.ecns.2017.03.005

Cited by 18 publications

(8 citation statements)

References 24 publications

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“…Learning experiences were set up to build faculty confidence in the selection and use of simulation in clinical courses. The Director utilized the evidence based INACSL Standards of Best Practices to create meaningful learning activities for faculty ( Beroz, 2017 ). Instructional activities offered to faculty include conducting a needs assessment, creating measurable objectives, identifying, and selecting appropriate simulations, debriefing techniques, and evaluation strategies.…”

Section: Discussionmentioning

confidence: 99%

A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy

et al. 2021

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Introduction Changes in nursing, health care, and education warrant continued pedagogical innovations. Faculty are challenged to develop many innovative strategies in the clinical and simulation laboratory setting. Intentional simulation-based learning experiences are one method to prepare new graduates for nursing practice. Methods One college integrated intentional simulation-based learning experiences as an improvement strategy in a newly transformed undergraduate nursing curriculum, from mapping through evaluation and revision. Simulation-based learning experiences that were intentionally mapped, organized, and interactive enhanced the teaching and learning needs of students and faculty. Conclusion The positive outcomes from this curricular transformation serve as a platform for continuous improvement for future approaches to nursing education. This affirmed that the key to transforming a nursing curriculum encompasses intentional mapping, evaluation, and revision.

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Section: Discussionmentioning

confidence: 99%

A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy

et al. 2021

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“…Other important challenges center on training and education needs for faculty and nursing students. At the faculty level, there is some evidence that suggests many faculty are not well trained in how to use and integrate simulation technology in teaching [7,8]. Additionally, faculty may lack cultural knowledge and awareness of other cultures than their own, impacting nursing students' preparedness to provide culturally appropriate care to diverse patients and families [9].…”

Section: Introductionmentioning

confidence: 99%

Addressing Health Inequities through Simulation Training and Education in Rural and Tribal Communities

2023

Int J Nurs Health Care Res

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Background: The nursing shortage is serious and getting worse in medically underserved areas. Nursing education needs to include faculty education in simulation-based education that focuses on public health and cultural education. New nurse graduates are inadequately prepared and need additional training to provide culturally appropriate care to varied and rural populations. Method: This project used simulation-based education and rural clinical placements to enhance the training and education needs of faculty, students and community partners to better address the health care needs of people living in rural and medically underserved areas of the Navajo Nation and northern Arizona. Results: The project increased knowledge and interest among faculty and community partners on simulation-based education as well as positive student learning experiences. Conclusion: Public health and culture can be integrated into simulation-based education. Partnerships with tribal communities can play a valuable role in nursing education.

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“…All criteria for simulation planning are important; however, revision of the actions performed in the simulated scene is the key component of this strategy (8) . It must be based on the learning objectives established prior to the execution of the simulated scenario, in order to encourage students' critical, creative and reflective thinking (11) .…”

Section: Introductionmentioning

confidence: 99%

Debriefing in clinical nursing simulation: an analysis based on the theory of experiential learning

Bresolin

Martini

Maffissoni

et al. 2022

Rev. Gaúcha Enferm.

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Objective: To understand the meaning of the debriefing process performed in clinical simulation activities in a nursing course, based on Kolb's Theory of Experiential Learning. Method: Qualitative, case study type, carried out in a nursing course at a University in southern Brazil, from March to June 2018. For data collection, documentary research was used, the interview based on Kolb’s Leaning Style Instrument, with 29 participants and direct observation of eight debriefing scenes. For analysis, the integrated units of analysis obtained from the construction of explanation were used. Results: Documentary data and the Inventory contributed to the understanding of clinical simulation and debriefing was categorized into four learning modes. Conclusion: Clinical simulation as an experiential learning methodology relates experience, perception, cognition and behavior with elements identified in the debriefing by students.

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A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Cited by 18 publications

References 24 publications

A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy

A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy

Addressing Health Inequities through Simulation Training and Education in Rural and Tribal Communities

Debriefing in clinical nursing simulation: an analysis based on the theory of experiential learning

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