Standards of Best Practice: Simulation Standard V: Facilitator

Boese, Teri; Cato, Mary; González, Laura M.; Jones, Amy; Kennedy, Karen; Reese, Cynthia; Decker, Sharon; Franklin, Ashley E.; Gloe, Donna; Lioce, Lori; Meakim, Colleen; Sando, Carol R.; Borum, Jimmie C.

doi:10.1016/j.ecns.2013.04.010

Cited by 77 publications

(50 citation statements)

References 18 publications

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“…It has been emphasized that clinical expertise is not enough for a simulation instructor to be effective (Boese et al, 2013; McGaghie, Issenberg, Petrusa, & Scalese, 2010). Yet, only 26% of nurses report a formal simulation instructor training program at their organization (Anderson, Bond, Holmes, & Cason, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Yet, only 26% of nurses report a formal simulation instructor training program at their organization (Anderson, Bond, Holmes, & Cason, 2012). Successful implementation of simulation requires knowledge and skills specific to this teaching methodology, including an understanding of the pedagogy behind simulation, strengths and limitations of simulation modalities, actions to promote fidelity, and methods to facilitate debriefings (Boese et al, 2013). The import of instructor training is reflected in the International Nursing Association for Clinical Simulation and Learning’s (INACSL) Standards of Best Practice (Simulation Standard V: Facilitator), calling for facilitators to have “specific simulation education provided by formal coursework, continuing education offerings, and targeted work with an experienced mentor” (Boese et al, 2013, p. S23).…”

Section: Introductionmentioning

confidence: 99%

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Targeted Simulation Instructor Course for Nursing Professional Development Specialists

LaFond

Blood

2016

J Nurses Prof Dev

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Practical training for nursing professional development specialists in the facilitation of clinical simulations was implemented using a six-step curriculum development framework. General and targeted needs assessments were conducted; methods used to apply needs assessment findings into the course design and delivery, and the participant’s responses via program evaluations are described. The process used to develop this training may be applied by other nursing professional development departments to prepare educators in the delivery of simulated-based learning experiences.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Targeted Simulation Instructor Course for Nursing Professional Development Specialists

LaFond

Blood

2016

J Nurses Prof Dev

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“…The preparation included readings related to anxiety, substance use, the use of cognitive–behaviour therapy, review of detoxification protocols and/or teaching on pharmacological interventions that are being used to manage the care of anxiety 18. To maintain best practice in simulation pedagogy or simulation-based learning, a trained facilitator led the debrief session 19. Measures were taken to ensure comfort of all facilitators leading the discussion with participants.…”

Section: Mental Health Issuesmentioning

confidence: 99%

Using simulation to address care of the transgender patient in nursing curricula

et al. 2017

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This descriptive study explored the use of simulation as a means to increase cognitive and reflective practice as well as determining if simulation can alter perceptions and attitudes related to the lesbian, gay, bisexual and transgender (LGBT) community. This manuscript describes how student nurses perceive their role when providing care to and, more specifically, the care of transgender patients. The research question asks: How does a transgender simulation impact the attitudes and beliefs of nursing students related to the LGBT community? One-hundred and fifty-nine students, with a subset of 120 students attending a school in central Florida and 50 students attending a Connecticut programme, participated in the completion of the instruments. The Gender Affirmative Practice (GAP) scale was used to evaluate their attitudes and practice concerning LGBT issues. Findings suggest that the majority of the students rarely or never discuss pertinent sexual orientation issues. Students are not comfortable creating a climate that allows for self-identification by gay/ lesbians, despite admitting to being open and accepting the LGBT community with their faculty. Limitations were based on multisite location and the use of the GAP. It is important for nursing students, and healthcare providers, to acknowledge and recognise the unique vulnerabilities of transgender persons who are seeking healthcare. The exposure to transgender individuals in a clinical setting may be limited; therefore, the use of simulation will offer the opportunity to examine their beliefs and reflect on their attitudes towards this population. Simulation incorporating mental health issues is a newer training technique in which psychosocial aspects of healthcare are addressed.

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“…A valósághű páciensszimulátorok alkalmazásáról megállapítható, hogy egy megbízható és validált értékelőlap egyidejű használatával megfelelő módszer lehet a hallgatói teljesítmények értékelésében az egészségügyi szakemberek képzése során [21,22]. Kutatási eredményeink alapján elmondható, hogy a Creighton Simulation Evaluation Instrument (C-SEI) saját gyakorlatunkban is jól alkalmazható.…”

Section: Megbeszélésunclassified

Valósághű páciensszimulátorok alkalmazása a hallgatói teljesítmény értékelésében

2015

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Bevezetés: A Semmelweis Egyetem Egészségtudományi Karán 2007 óta alkalmaznak valósághű szimulátorokat. Cél-kitűzés: A szerzők célul tűzték ki a hallgatók ismereteinek, készségeinek felmérését a szimulációs kurzusok befejezését követően. Módszer: A C-SEI elnevezésű validált értékelőlap segítségével történő adatfelvételre a szülésznőhallgatók felmérése során került sor, a "Klinikai szimuláció" kurzus után 67 fő részvételével, a "Szimulációs esettanulmányok" kurzust követően 58 fő bevonásával. Eredmények: A "Klinikai szimuláció" kurzust követően a hallgatók által elért átlagos pontarány 88,8±9,14 volt, a "Szimulációs esettanulmányok" kurzus után 86,6±14,87, amely eredmények szignifi kánsan magasabbak a minimálisan elvárt 75-höz viszonyítottan (p<0,01). Az értékelőlap alcsoportjai közül mindkét kurzust követően a kritikus gondolkodás esetén mutatkozott a legalacsonyabb átlageredmény. Az "Általános ápolástan" tantárgy vizsgája során kapott osztályzatok és a "Szimulációs esettanulmányok" kurzus utáni eredmények között közepes erősségű, pozitív, szignifi káns összefüggést találtak (r = 0,34; p<0,01). Következtetések: A valósághű páciensszimulátorok alkalmazása megbízható és validált értékelőlap egyidejű használatával megfelelő módszer lehet a hallgatók értékelésére. Orv. Hetil., 2015, 156(33), 1335-1340. Kulcsszavak: páciensszimulátor, szimulációs oktatás, hallgatói teljesítmény, értékelés Use of high-fi delity simulators for students' evaluationIntroduction: The authors started to use high-fi delity simulators at Semmelweis University, Faculty of Health Sciences in September, 2007. Aim: The aim of this study was to evaluate the students' performance in order to determine their knowledge after each simulation course. Method: The Creighton Simulation Evaluation Instrument (C-SEI) was used to evaluate midwifery students' performance during examinations. 67 midwifery students were evaluated after the "Clinical simulation" course and 58 midwifery students after the "Case studies in simulation" course. Results: The average total scores were signifi cantly higher than the desired level of 75 (p<0.01); after the "Clinical simulation" 88.8±9,14, and after the "Case studies in simulation" courses 86.6±14.87. Among subscales the lowest average total score was found in critical thinking in each of the course. Statistically signifi cant correlation was found between the results of "General nursing care" and the results of "Case studies in simulation" courses (r = 0.34; p<0.01). Conclusions: The use of high-fi delity simulators with valid tools simultaneously might be a suitable method for students' evaluation.

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Standards of Best Practice: Simulation Standard V: Facilitator

Cited by 77 publications

References 18 publications

Targeted Simulation Instructor Course for Nursing Professional Development Specialists

Targeted Simulation Instructor Course for Nursing Professional Development Specialists

Using simulation to address care of the transgender patient in nursing curricula

Valósághű páciensszimulátorok alkalmazása a hallgatói teljesítmény értékelésében

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