A Regional Partnership to Promote Nursing Instructor Competence and Confidence in Simulation

Coleman, Philippa; Dufrene, Claudine; Bonner, Rickie Jo; Martínez, José Manuel; Dawkins, Vivian; Koch, Mary Kate; Schumann, Renae; Norman, G.

doi:10.1016/j.profnurs.2011.09.003

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…This is consistent with reports from elsewhere (Coleman et al, 2011;Jansen, Johnson, Larson, Berry, & Brenner, 2009). Hayden (2010, p. 56) reported that 'not all faculty members embrace using this tool' -less than half (47%) of clinical instructors in any SoN report use of HPS by all faculty.…”

Section: Support Infrastructure For Hpssupporting

confidence: 78%

Survey of Australian Schools of Nursing Use of Human Patient (Mannequin) Simulation

McGarry

Cashin

Fowler

2014

Issues in Mental Health Nursing

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Rapid adoption of high-fidelity human patient (mannequin) simulation has occurred in Australian Schools of Nursing in recent years, as it has internationally. This paper reports findings from a 2012 online survey of Australian Schools of Nursing and builds on findings of earlier studies. The survey design allowed direct comparison with a previous study from the USA but limited its scope to the pre-registration (pre-service Bachelor of Nursing) curriculum. It also included extra mental health specific questions. Australian patterns of adoption and application of high-fidelity human patient (mannequin) simulation in the pre-registration nursing curriculum share features with experiences reported in previous US and Australian surveys. A finding of interest in this survey was a small number of Schools of Nursing that reported no current use of high-fidelity human patient (mannequin) simulation and no plans to adopt it, in spite of a governmental capital funding support programme. In-line with prior surveys, mental health applications were meagre. There is an absence of clearly articulated learning theory underpinnings in the use of high-fidelity human patient (mannequin) simulation generally. It appears the first stage of implementation of high-fidelity human patient (mannequin) simulation into the pre-registration nursing curriculum has occurred and the adoption of this pedagogy is entering a new phase.

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Section: Support Infrastructure For Hpssupporting

confidence: 78%

Survey of Australian Schools of Nursing Use of Human Patient (Mannequin) Simulation

McGarry

Cashin

Fowler

2014

Issues in Mental Health Nursing

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“…Title and abstract screening eliminated 3147, leaving 128 for full-text review. Ninety three of these were excluded after full-text review for not meeting inclusion criteria, resulting in a final pool of 35 articles 9,21–55 for data extraction and analysis.…”

Section: Resultsmentioning

confidence: 99%

“…Conducting simulation activities (the simulation event itself, not postevent activity. Could include briefing, creating safe learning space, learner orientation to the sim environment, initiating the simulation, running the simulation, concluding simulation, etc) 9,[21][22][23]27,28,30,31,34,[38][39][40]44,47,49,50 46% Reflection on own performance 22,23,[31][32][33][34][35]37,42,46,47,59 34% Educational theory 9,23,26,29,40,42,43,48,50 26% Evaluating simulation programs/outcomes 20,21,23,24,26,39,48,50 23% Feedback 20,27,37,…”

Section: Programs-assessmentmentioning

confidence: 99%

“…We recommend increasing standardization in assessment tools and approaches to allow for comparisons between studies and outcomes. Debriefing 9,[20][21][22][23][24][25][26][27][28][29][30][31]33,34,37,39,40,42,[44][45][46][47][49][50][51][52] 77% Curriculum design (all areas up to implementation including needs analysis, learner analysis, content analysis, goals and objectives development, modality selection, curricular content development, and pilot testing) 8,11,13,[16][17][18][20][21][22][23][24][25][26][29][30][31][32]59 66%…”

Section: Programs-assessmentmentioning

confidence: 99%

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Mapping the Terrain of Faculty Development for Simulation

Gardner,

Rodgers,

Steinert

et al. 2024

Sim Healthcare

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Understanding what interventions and approaches are currently being used to improve the knowledge, skills, and effectiveness of instructors in simulation-based education is an integral step for carving out the future of simulation. The current study is a scoping review on the topic, to uncover what is known about faculty development for simulation-based education. We screened 3259 abstracts and included 35 studies in this scoping review. Our findings reveal a clear image that the landscape of faculty development in simulation is widely diverse, revealing an array of foundations, terrains, and peaks even within the same zone of focus. As the field of faculty development in simulation continues to mature, we would hope that greater continuity and cohesiveness across the literature would continue to grow as well. Recommendations provided here may help provide the pathway toward that aim.

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“…A long-standing academicpractice partnership in Kansas City, MO, incorporates 18 inpatient facilities and 20 prelicensure nursing programs (DeBasio, 2012); its foci include standardized clinical orientation agreements and handbooks, electronic scheduling for clinical placements, innovation in clinical education, and workforce development issues, such as hiring preferences for baccalaureate (BSN)-prepared graduates (DeBasio, 2012). Other foci of academicpractice partnerships include providing care to specific populations, producing research, educating students and nursing staff, improving the quality of care, and addressing workforce issues in nursing (Beal, 2012;Breslin et al, 2011;Coleman et al, 2011;Debourgh, 2012;Fairchild, 2012;Fetsch & DeBasio, 2011;Granger et al, 2012;Hendrix et al, 2011;Kelly & Starr, 2013;Lovecchio et al, 2012;Wurmser & Bliss-Holtz, 2011). The top partnership activities reported by more than 2,000 nurse leaders in education and practice in an AACN-AONE survey were student clinical placements, joint research committees, joint membership on other committees, consultation, and clinical projects (AACN-AONE Task Force on AcademicPractice Partnerships, 2010a).…”

Section: Academic-practice Partnershipsmentioning

confidence: 99%