Developing FacultyBegin This Course
Faculty and staff development are essential for successful simulation experiences. Education on how to develop support for using simulation, and ways to incorporate simulation as a teaching strategy are critical to achieving curricular goals. In Developing Faculty, you will learn about models for faculty development and strategies for gaining faculty support. You will be shown examples and create your own plan for attaining your aims. The Educator's Toolkit offers 17 job descriptions, as well as templates and checklists to stimulate ideas.
- Understand the need for faculty development related to simulation.
- Identify essential components for faculty development for successful simulation.
- Assess your faculty for knowledge of components and development timelines.
- Explore potential models for faculty development.
- Create an individualized plan for initial and ongoing faculty development.
About the Authors
Patricia (Patty) Ravert, RN, PhD holds the rank of associate professor and is an associate dean for undergraduate affairs and the coordinator of the Nursing Learning Center and Clinical Simulation Laboratory at Brigham Young University College of Nursing. Dr. Ravert has used high-fidelity simulation since 2001 and has facilitated many simulation sessions. Her work also involves integrating high-fidelity simulation across the baccalaureate curriculum. Dr. Ravert served as the BSN Representative on the Board of Directors for the International Association of Clinical Simulation and Learning (INACSL) from 2004-2008 and currently serves on the editorial board for the organization's journal, Clinical Simulation in Nursing Education.
Mary L. Cato, EdD, RN, is an Assistant Professor and lead simulation faculty in the Oregon Health & Science University School of Nursing. Mary has been teaching with simulation for over ten years, and during that time has integrated simulation into all clinical courses in the School of Nursing undergraduate curriculum. Dr. Cato was one of the original SIRC authors, and has worked with the NLN on other projects including the ACES program and the revision of the NLN/Jeffries Simulation Framework into the NLN/Jeffries Simulation Theory. Her doctoral research focused on anxiety and its effect on learning in simulation.
Michelle Kelly MN BSc RN PhD(c) has a lead role in the integration of simulation and technologies within the Faculty of Nursing, Midwifery & Health at the University of Technology, Sydney (UTS). Michelle is a founding member of the Australian Society for Simulation in Healthcare (ASSH) and has consulted in project work within Australia as well as in the USA and the United Arab Emirates. Michelle's PhD research is investigating how simulations can enhance clinical judgment during university studies and into clinical practice.