Annotated Bibliography

The SIRC Bibliography offers annotations of publications related to simulation topics. These useful descriptions can help guide faculty who are looking for quality sources to investigate further. Now you can search by category as well.

Individuals are invited to submit articles/resources for inclusion by filling out this form. 


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Author(s):

 Goodwin, L. D.

Year:

 2002

Article Name:

 Changing conceptions of measurement validity: An update on the new standards.

Publication:

 Journal of Nursing Education, 41(3), 100-106.

Annotation:

 

This article provides a summary of the 1999 American Educational Research Association, American Psychological Association, and National Council on Measurement in Education Standards for educational and psychological testing and how they apply to validity assessment in nursing education. The author includes a table with the types of validity evidence and examples of activities that may be used to assess validity.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Hambleton, R. K., & Pitoniak, M. J.

Year:

 2006

Article Name:

 Setting performance standards.

Publication:

 In R. L. Brennan (Ed.) & American Council on Education, Educational Measurement (4th ed., pp. 434-470). Westport, CT: Praeger.

Annotation:

 

This dense chapter includes professional guidelines, issues, steps, and multiple methods for setting performance standards. The setting of performance standards for simulation, especially in the case of high-stakes testing, is serious business and this chapter situates the reader to this reality. The authors tackle the issues of judgment, validity, and the qualifications of standard-setting panelists in addition to legal issues. While practical, this chapter is not for the beginning student of evaluation.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Kardong-Edgren, S., Adamson, K., & Fitzgerald, C.

Year:

 2010

Article Name:

 A review of currently published evaluation instruments for human patient simulation.

Publication:

 Clinical Simulation in Nursing, 6(1), e25-e35. doi:10.1016/jecns.2009.08.004

Annotation:

 

This article provides a list of instruments designed to measure various components of learning (cognitive, affective and psychomotor) as well as team performance. The authors emphasize the importance of valid and reliable evaluation data and the challenges of meaningful simulation performance evaluations. The article is a great starting point for simulation practitioners looking for instruments to consider using.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Kirkpatrick, D. L.

Year:

 1998

Article Name:

 training programs: The four levels (2nd ed.).

Publication:

 San Francisco, CA: Berrett-Koehler.

Annotation:

 

This book details the Kirkpatrick Model for evaluating training programs: reaction, learning, behavior, and results. It is geared toward corporate training, but readily applicable to simulation as a training modality. The website http://www.kirkpatrickpartners.com/  is also a useful resource for learning more about Kirkpatrick’s Model.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Kogan, J. R., Holmboe, E. S., Hauer, K. E.

Year:

 2009

Article Name:

 Tools for direct observation and assessment of clinical skills of medical trainees.

Publication:

 Journal of the American Medical Association, 302(12), 1316-1326).

Annotation:

 

This article describes 55 instruments from the literature designed to evaluate medical trainees’ clinical skills. Though the authors focus on medical (versus nursing) education, the sheer number of resources they reviewed (199) speaks to the quality of the review. Like other instrument review articles, the authors conclude with the lament that while there are many instruments out there, there is a dearth of evidence supporting the validity and reliability of the data they produce.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Lane, S. & Stone, C. A.,

Year:

 2006

Article Name:

 Performance assessment

Publication:

 In R.L. Brennan (Ed.) & American Council on Education, Educational Measurement (4th ed., pp. 387-432). Westport, CT: Praeger.

Annotation:

 

This chapter begins with a description of what performance assessment is and includes sections on designing and scoring performance assessments, the validity of performance assessments, and the application of theory (Generalizability Theory & Item Response Theory) to performance assessment. The section on the validity of performance assessments is especially relevant to the current lesson.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Shrout, P. E. & Fleiss, J.

Year:

 1979

Article Name:

 Intraclass correlations: Uses in assessing rater reliability.

Publication:

 Psychological Bulletin, 86(2), 420-428.

Annotation:

 

This article is THE resource for learning how to calculate intraclass correlations for assessing rater reliability. Any other resource you find will likely cite this one. While it is practical to perform the intraclass correlations using SPSS or similar software, this article describes when and why to use which type of intraclass correlation.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Wiggins, G. P., & McTighe, J.

Year:

 2005

Article Name:

 Understanding by design.

Publication:

 Alexandria, VA: Association for Supervision and Curriculum Development.

Annotation:

 

This book, originally geared toward educators of children, is a must-read for educators at any level. The authors advocate a ‘backward’ process for instructional design to help students understand rather than just know course material. While we gleaned information about evaluation to use in this lesson, the book is useful for every step in the educational process.

Annotated By:

 Katie Adamson, PhD, RN

Category:

 Evaluation

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Author(s):

 Vyas, D., McCulloh, R., Dyer, C., Gregory, G., & Higbee, D

Year:

 2012

Article Name:

 An interprofessional course using human patient simulation to teach patient safety and teamwork skills.

Publication:

 American Journal Of Pharmaceutical Education, 76(4), 71. doi:10.5688/ajpe76471

Annotation:

 

208 Nursing, Medical (2nd year) and Pharmacy students participated in teams of 5-6 students for a 1 hour simulation emphasizing National Patient Safety goals through embedded errors.  The goal was to triage 5 lower-acuity Emergency Room patients with patient and family roles played by standardized patients and high-fidelity simulators and discover/rectify the errors.  Compared with students from previous years, the pharmacy students displayed changes in affect (more comfortable disclosing errors to a physician), attitude (towards errors and working as an interprofessional  team), and satisfaction with simulation learning.  This study found a gap involving identifying errors.  Only 6 of the 11 errors were identified by more than 50% of the teams.  This study highlights the benefits of interprofessional education and the need for more training regarding safety.

Annotated By:

 Lynn Phillips

Category:

 Interprofessional

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Author(s):

 Robertson, J., & Bandali, K

Year:

 2008

Article Name:

 Bridging the gap: enhancing interprofessional education using simulation.

Publication:

 Journal Of Interprofessional Care, 22(5), 499-508

Annotation:

 

This literature review article compares simulation as a teaching strategy and interprofessional education (IPE) in order to identify overlap and gaps. Both IPE and simulation require redesign of curricula and significant cost. Barriers in implementation include cross-discipline collaboration and scheduling. The a uthors suggest that Academic/Health Care partnerships could share the cost of the simulators and realize cost savings through decreased orientation time (hospitals), replacement of clinical time (Academia) and generally improve patient care. In addition these partnerships would be in a better position to gain external funding for research. Recommendations include completing outcomes research, comparative research between curriculum designs and including more of the healthcare team in IPE since IPE to date focuses mainly on medicine and nursing.

Annotated By:

 Lynn Phillips

Category:

 Interprofessional

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