SIRC - National League for Nursing

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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.

1. Understand the need for faculty development related to simulation.
2. Identify essential components for faculty development for successful simulation.
3. Assess your faculty for knowledge of components and development timelines.
4. Explore potential models for faculty development.
5. Create an individualized plan for initial and ongoing faculty development.

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, MSN, RN, is a simulation specialist and lead faculty in the Oregon Health & Science University Simulation and Clinical Learning Center. She has been using simulation to teach nursing for almost five years, and has trained many individuals in the use of simulation. She has presented at many conferences and workshops on the topics of scenario development, debriefing, and curricular integration, and has participated in multiple research studies on use of simulation in education programs.

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.