Integrating Simulation Across the Curriculum

Abstract

The authors describe the process used to implement simulation in a small baccalaureate nursing program and provide examples of how simulation can be used to facilitate the development of key curricular concepts such as critical thinking, therapeutic interventions, and communication. The primary focus is on the use of high-fidelity patient simulators and human "standardized patients."

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

“…Without a structured plan for curriculum integration, simulation is no more than an expensive addition to an existing curriculum (Hodge et al, 2008). Developing a curriculum map is the first step toward integrating simulation into curricula through identification of student learning outcomes, key concepts, and placement in courses (Hodge et al, 2008). The last step is scenario development with objectives congruent with learner outcomes.…”

“…Integration of simulation into a curriculum requires a thoughtful review of the program of study to identify gaps where simulation best fits to increase learning (Hodge, Martin, Tavernier, Perea-Ryan, & Acala-Van Houten, 2008). ''Simulation is not an add-on'' (Adamson, 2015, p. 285).…”

“…Programs often purchased simulators, placed scenarios into courses, identified which course objective the scenario fulfilled, and finally aligned the simulated experience with program outcomes (Hodge et al, 2008). Without a structured plan for curriculum integration, simulation is no more than an expensive addition to an existing curriculum (Hodge et al, 2008). Developing a curriculum map is the first step toward integrating simulation into curricula through identification of student learning outcomes, key concepts, and placement in courses (Hodge et al, 2008).…”

“…''Simulation is not an add-on'' (Adamson, 2015, p. 285). Programs often purchased simulators, placed scenarios into courses, identified which course objective the scenario fulfilled, and finally aligned the simulated experience with program outcomes (Hodge et al, 2008). Without a structured plan for curriculum integration, simulation is no more than an expensive addition to an existing curriculum (Hodge et al, 2008).…”

Fostering Cultural and Interdisciplinary Awareness With "Low-Tech" Simulation in a Fundamentals Nursing Course to Prepare Student Nurses for Critical Care Clinical Rotations

“…For these students, Bambini et al 1 focused on what they called the ''3 C's'' of learning: (1) communication, (2) confidence, (3) and clinical judgment. They must communicate clearly, formulate appropriate assessment questions, confidently collaborate with interdisciplinary team members to make complex clinical decisions, and develop an awareness of cultural implications that may impact their care of patients.…”