Synergy Through Simulation:
A Program Model for Designing a
Simulated Clinic Event (SCE)
John C. Witwer RN, MSN
Session Objectives
State 4 Model Components
– Describe elements of SCE construction
Understand Unique Applications
– Interpret component application for discipline
Synthesize Value
– Explain synergistic affects of planning
Model Constructs
Impetus
– Constructivism learning theory1
Premise
– Problem-Based Learning curriculum
model2
Design
– Bloom’s Taxonomy of educational
objectives3
Operation
– Conceptual framework for simulation4
Model Design Importance
Clinical judgment and
multiple ways of thinking develop
expert practice.
(Benner, Tanner, & Chesla, 2009)
Dialogical reasoning
Deliberative reasoning
Creative thinking
Critical thinking
Model Divisions
Strategic Planning
Objectives
Assessment
– Quality and Safety Education
for Nurses (QSEN)
– Identify
– Agency for Healthcare
Research and Quality (AHRQ)
– Cognitive understanding
– Skill performances
– Behavioral expectations
– National Council of State
Boards of Nursing (NCSBN)
– Develop tools
– Institute of Medicine (IOM)
– Measure
– Interprofessional Collaborative
Practice (IPC)
– Analyze
– Reflect
Model Divisions
Operational Planning
Strategies
Evaluation
– Pyschomotor
– Feedback source
– Case Studies/Scenarios
– Learners
– Task Trainers/Virtual Clinic
– Facilitators
– Mock Environments
– Observers
– Purpose
– Guide inquiry
– Simulated Clinical Event (SCE)
– Objectives clear?
– Objective Structured Clinical
Examination (OSCE)
– Organization/Planning
– Remediation
– Proficiency training
– Realism/Resources
– Complexity/Timing
– Competency/Confidence
Session Objectives
State 4 Model Components
– Describe model elements of SCE construction
Understand Unique Applications
– Interpret component application for discipline
Synthesize Value
– Explain synergistic affects of planning
References
1
Brandon, A., & All, A. (2010). Constructivism theory analysis and
application to curricula. Nursing Education Perspectives,
31(2), 89-92.
2
Wong, F., Cheung, S., Chung, L., Chan, K., Chan, A., To, T., & Wong, M. (2008).
Framework for adopting a problem-based learning approach in a simulated clinical
setting. Journal Of Nursing Education, 47(11), 508-514.
3
Bloom, B. Englehart, M., Furst, E., Hill, W. & Krathwohl, D. (1956). Taxonomy of
Educational Objectives. New York: Longmans, Green.
4
Jeffries, P. (2005). A framework for designing, implementing, and evaluating:
simulations used as teaching strategies in nursing. Nursing Education Perspectives,
26(2), 96-103.
Benner, P., Tanner, C., & Chesla, C. (2009). Expertise in Nursing Practice: Caring,
Clinical Judgment, and Ethics. New York: Springer Publishing.
Bridges, D.R., Davidson, R.A., Odegard, P.S., Maki, I.V., & Tomkowiak, J. (2011).
Interprofessional collaboration: three best practice models of interprofessional
education. MedicalEducation Online, DOI: 10.3402/meo.v16i0.6035
Lee, C. & Kolodner, J.L. (2011). Scaffolding Students’ Development of Creative Design
Skills: A Curriculum Reference Model. Journal of Educational Technology & Society,
14(1), 3-15. Retrieved from
http://www.ifets.info/journals/14_1/ets_14_1.pdf#page=8
Resources
Websites
QSEN: Quality and Safety Education for Nurses. Quality and Safety Competencies.
http://www.qsen.org/
AHRQ: Agency for Healthcare Research and Quality. National Guideline Clearinghouse.
http://www.guideline.gov/
NCSBN: National Council of State Boards of Nursing. NCLEX Test Plans.
https://www.ncsbn.org/1287.htm
IOM: Institute of Medicine.
http://www.iom.edu/
IPCP: Core Competencies for Interprofessional Collaborative Practice.
http://www.aacn.nche.edu/education-resources/ipecreport.pdf