Faculty Development:
Integrating Simulation into the Nursing Curriculum
Planning Committee:
Cathy Cormier PhD RN
Tonia Vessel MSN RN
Michelle Ellis MSN RN
Donna Hathorn PhD RN
Sharon Landry MSN RN
Willa Stewart MSN RN
Theresa St. Romain MSN RN
1.
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7.
Define simulation in reference to Southeastern’s
nursing curriculum.
Identify types of simulations from low to high fidelity.
Discuss advantages of simulation as a teaching
strategy to enhance student learning.
Identify the steps to planning a simulation experience.
Discuss strategies for integrating simulation into the
nursing curriculum.
Identify resources for integrating simulation.
Explore the functions of high-fidelity simulators in
hands-on environment.
Ability is what you’re capable of doing.
Motivation determines what you do.
Attitude determines how well you do it.
Lou Holtz (Head Coach, University of Notre Dame 1986-1996)
SELU Simulation Time Line
Fall
2007:
Spring
2008:
Summer
2008:
Fall
2008:
Spring
2009:
Fall
2009:
Spring
2010:
Formation
of Ad-Hoc
Skills
Group
On-Line Skills
Videos &
Proposal for
Incorporating
Simulation
Initiate
On-line
videos
Faculty
Development,
Room Set-up,
Standardized
Patients N226
Implement
N373
Implement
N382 &
N489
Implement
N477 &
N473
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
Nursing Department Budget
Internal Grants:


External Grants




Center for Faculty Excellence
Board of Regents
Fellowships
Baton Rouge Area Foundation
Partnerships


Healthcare Systems
Community Outreach

“To replicate some or nearly all of the essential
aspects of a clinical situation so that the
situation can be more readily understood and
managed when it occurs for real in clinical
practice” (Morton, 1995, p. 76)
NLN
(Jefferies, 2005)
(Jefferies, 2005)


Safe practice of high
risk low frequency
skills
Students can make
mistakes without
compromising
patient safety (Decker,
Sportsman, Puetz et al.
2008)


Engages student in
active learning
Active learning
improves knowledge
retention (Johnson et al.,
1999)


Self Reflection
Promotes critical
analysis of self with
regards to clinical
nursing skills (Jefferies,
2005)


Team Building (McCausland, Curran, & Cataldi, 2004)
Sharing knowledge & collaborating with
peers



Resume Builder
Research Opportunities
Exciting Opportunity to Enhance Current
Teaching Practices


Recruiting Tool
Prepares Baccalaureate Generalist

Integrates 5/9 Essentials for Baccalaureate
Education Outlined by CCNE
 II – Patient Safety
 III – Evidence Based Practice
 IV – Application of Patient Care Technology
 VI – Collaboration
 !X – Baccalaureate Generalist Nursing Practice

Evidence Synthesis



Laschinger et al. 2008
23 studies
Aim: To review the evidence on the
effectiveness of simulation in the professional
education of health care providers.

Results
High learner satisfaction with simulation
 High fidelity simulators are useful for
teaching high acuity skills.
 Gains in knowledge are short term,
performance will decline over time.


Conclusions:
Simulation should be used as an
adjunct not replacement for clinical
practice.
 Students enjoy simulation and feel it
makes learning easier.
 More research is needed to evaluate
skills acquisition using simulation as a
teaching methodology.

Reflects 2010 Vision & Strategic Priorities

Objectives
Fidelity
Problem Solving
Student Support

Debriefing



(Jeffries and Rogers, 2007)

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Reflect the intended outcome of the
experience.
Specify the expected learning behaviors.
Provided details to the learner regarding the
expectation of the learning experience.
Technology
Does
Not
Drive
the Simulation Experience

Low

Static equipment for skill attainment.

High

Complex situation replicating real life


Scenario should be challenging but obtainable
Provide opportunities to:
Prioritize nursing assessment
 Provide nursing care based on
assessment
 Self Evaluate


Cues provided to direct assessment and
nursing care during simulation:
Verbal
 Lab Reports
 Phone Calls
 Simulator Programming
 Cue Card for other participants


Focus

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
Learning outcome
Application of concepts
Faculty Role

Facilitator

Goals

Self assessment :
 Nursing Actions
 Decisions
 Communication Techniques
 Ability to deal with unexpected
(See Handout)

Determines:
Effectiveness of simulation experience
 Student Learning
 Student Satisfaction with Teaching
Strategy

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Schedule the simulation with skills lab
coordinator & course coordinators.
Create scenario or utilize standardized
scenarios
Determine Equipment/Props needed

Wigs, Tattoos, Odors, Wounds, etc.
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Determine what the student will need to do to
prepare for the simulation
Test-run scenario prior to student engagement
Conduct Scenario
Debriefing

Enhance Clinical Experience
Pre-Clinical Performance Assessment
 Student Exposure to Low Frequency
Scenarios

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Application of Theory to Practice in Classroom
Every Clinical Group Will Rotate Through the
Simulation Lab

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Business Plan
Policies/Procedures & Infrastructure
Faculty Development: On-Going
Support for Faculty Research
Curriculum Development
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Sim Man/Sim Baby
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Noelle

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http://sirc.nln.org
Kansas State Board of Nursing


www.gaumard.com
NLN Simulation Site
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
http://simulation.laerdal.com
http://www.ksbn.org/cne/SimulationScenarioLibr
ary.htm
The Bay Area Nursing Resource Center

http://bayareanrc.org/
1.
How can you utilize simulation as a
teaching strategy?
2.
How can you utilize simulation to
evaluate student performance?
3.
What key scenarios will be
appropriate for students at your
level?
4.
What is your burning question on
simulation?
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Decker, s., Sportsman, S., Puetz, L., & Billings, L.
(2008). The evolution of simulation and its
contribution to competency.
Jefferies, P. (2005). A framework for designing,
implementing, and evaluating simulations used in
teaching strategies in nursing. Nursing Education
Perspectives, 26(2), 96-103.
Jefferies, P.& Rogers, K. (2007). Theoretical
framework
for simulation design. In P. Jefferies
(Ed.).
Simulation in nursing education: From
conceptualization to evaluation (pp.22-33). New
York: National League for Nursing.
Johnson, J., Zerwic, J., & Theis, S. (1999). Clinical
simulation laboratory: An adjunct to clinical
teaching. Nursing Educator, 24(5), 37-41.
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
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Laschinger, S., Medves J., Pulling,C., McGraw
R.,
Waytuck, B. Harrison, M. & Gambeta K. (2008).
International Journal Evidence Based Healthcare,
6, pp. 278-302.
McCausland, L., Curran, C., & Cataldi, P. (2004). Use
of a human simulator for undergraduate nurse
education. International Journal of Nursing
Education Scholarship, 1(1), 1-17.
Morton, P.G. (1995) Creating a laboratory that
simulates the critical care environment. Critical Care
Nurse, 16(6), 76-81.