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Simulation Pedagogy: What Every Nurse Educator Needs to Know

This course introduces simulation to all nurse educators who need to understand the unique contributions that the educational strategy simulation brings to the curriculum. This course presents the learning theories that underpin simulation, discusses the International Nursing Association for Clinical Simulation and Learning's Simulation Standards, the Nursing National Council of State Boards of Nursing landmark study, and introduces the new NLN Jeffries Simulation Theory.


Debriefing Foundations

A key aspect of the simulation learning experience is debriefing. This is an especially important part of the student learning experience.

Debriefing is an essential part of a simulation. It is during debriefing that learning occurs. This course discusses the structure and process of debriefing, then describes a variety of methods and approaches in detail. The INACSL Standards that relate to debriefing are explained. Skills learned in this course are applicable not only to simulation, but to other aspects of teaching as well.


Beyond Basic Debriefing

This course was designed to challenge educators to expand debriefing skills beyond the basics. Educators are being continuously tasked with modifying what and how they teach to facilitate students in acquiring the knowledge, skills, and attitudes essential to be safe, competent practitioners in the ever-fluctuating health care environment.

This course includes: content on briefing as a component of the debriefing process; simulation activities where debriefing may expand participant outcomes; and different debriefing techniques, which may be combined, to increase participant competencies. Educators will develop a debriefing quality improvement plan.


Guidelines for Simulation Research

Sometimes just the word "research" may seem a little scary! But the opportunities for research in simulation are enormous! This course breaks it all down in a step-by-step format.

In Guidelines for Simulation Research, you will learn how this information can contribute to the science of nursing education, as well as the steps needed to conduct research in different sized settings. Included in the course are checklists for preparing a single study as well as a multi-site study. The sample IRBs and consent forms will be particularly useful to the educator who is new to research.


Teaching and Learning Strategies

This course offers many creative ideas for both novice and experienced educators who want to maximize the use of their simulation resources. Suggestions for pre-briefing activities, managing the simulation environment, and organizing and preparing equipment and supplies are provided. The essential role of the facilitator is discussed. Strategies for assignment management include rotation schedules for moving students through a simulation day and recommendations for assigning student roles.


Integrating Concepts into Simulations

Simulation provides a dynamic learning environment in which abstract concepts can come to life. Integrating Concepts into Simulation shows nursing faculty how to thread key concepts throughout their curricula. The course describes a process for identifying and integrating a wide range of concepts into simulation scenarios and shows how to apply these steps using patient safety as an example.


Evaluating Simulations

This course offers practical suggestions for evaluating a variety of knowledge, skill and attitudinal aspects of the simulation experience, based on the NLN Jeffries Simulation Theory. The course distinguishes between formative and summative evaluation and discusses situations for choosing these methods. It provides several examples of tools that can be customized as well as an extensive reference list.


Advanced Evaluation

Appropriate, valid, and reliable evaluations are essential to the continued progress of simulation in health care education. The Advanced Evaluation course is designed to help educators understand the importance of robust participant evaluation strategies and identify strategies for simulation evaluation using Kirkpatrick's (1994) levels of evaluation, ranging from participants' reactions to simulation, to longer-term results that take place because of simulation. Using this structure, the Advanced Evaluation course is designed to help educators understand and apply the concepts of validity and reliability to simulation evaluation.


Curriculum Integration

Curriculum Integration is designed to help faculty develop a successful plan for integrating simulation into the curriculum. Content includes change agent roles, diffusion of innovation theory, types of adopters, and key people to include on an integration team. Two simulation integration champions share their stories and keys to success. The Educator's Toolkit includes an Integration Plan Checklist and a Technology Checklist to assist in completing an inventory of simulation equipment and resources.


Designing a Simulation Center

As more nurse educators see the need and value of using simulation as a teaching/learning/evaluation strategy, they need to design space to maximize simulation activities. The space needs to accommodate equipment, areas for teaching, practice, observation, debriefing, and other activities. Even if a school hires an architect, faculty still need to understand the options for space allocation and be able to identify their current and future simulation needs that are unique to their curriculum. Designing a Simulation Center helps faculty build a list of needs, view examples of simulation/learning center floor plans, and engage in activities that let them practice designing their space.


Maximizing Realism

This course discusses an important consideration for a simulation experience: increasing realism or fidelity. Essential concepts and terms are defined, and different methods to increase realism are explained. Best practices for creating a high level of realism are presented. The Educator's Toolkit includes recipes, resources, and references on this topic.


Standardized/Simulated Patients

This course is designed to help faculty develop the knowledge and skills necessary to more fully utilize standardized/simulated patients (SPs) within their curriculum for teaching and evaluation.


Developing Faculty

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.


Unfolding Cases

As an educator, you are probably familiar with case studies and simulation technology. Unfolding Cases will help you discover a way of teaching and learning that reveals new information over time. The case may be presented in a day, a week, a term, or across the curriculum. Unfolding Cases offers innovative ways to incorporate this teaching strategy into your learning environment.


Simulation-Based Interprofessional Education

Interprofessional collaborative practice is vital to providing safe, patient-centered care of the highest quality (IPEC, 2011). Presently, many health professions students are provided educational content only in their discipline. Upon graduation they are expected to collaborate with other health professionals despite limited prior contact to students of other professions.

This course is designed to help faculty learn the basic terminology of IPE, the specific competency domains that can be addressed in IPE using simulation, and strategies for design, implementation, and evaluation of simulation-based IPE in educational or practice settings.


Designing and Developing Simulations

This course has been discontinued and is no longer available for individual or institutional purchase. Access to this course remains open to active course subscribers for the duration of their subscription term. Current subscribers must complete this course before October 1, 2016.


Programming a High-Fidelity Simulator

This course has been discontinued and is no longer available for individual or institutional purchase. Access to this course remains open to active course subscribers for the duration of their subscription term. Current subscribers must complete this course before October 1, 2016.

Many deans and directors are providing funds to purchase high-fidelity patient simulators. With these large purchases, staff need to understand how to program the simulators in order to use the product and deliver learning pedagogy to its full potential. Programming a High-Fidelity Simulator opens with a video of a simulation, then provides step-by-step instructions on the programming that takes place behind the scenes of the finished scenario.

Last modified: Thursday, September 15, 2016, 1:44 PM