associate professor, college of nursing · 2013-09-16 · • international nursing association for...
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Mary E. Tracy, PhD, RNAssociate Professor, College of Nursing
Technology Applications: Nursing Education
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Objectives
• Summarize recent empirical evidence on the use and impact of simulation as teaching, learning, and assessment strategies.
• Discuss best practices in incorporating simulation in health professions education.
• Provide examples of Creighton’s use of simulation to prepare students to function in today’s technology-rich health care environments.
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Background
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Background
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Concept Analysis
• Critical attributes (Bland, Topping, & Wood, 2010)
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Use and Impact
• Psychomotor skill acquisition (Ross, 2012; Bin Yuan, H., Williams, B.A., Fang, J.B. & Hong Ye, Q., 2012)
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Use and Impact
• Integrative review (Weaver, 2011)
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Use and Impact
• Debriefing (Neill & Wotton, 2011)
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Best Practices
Standard 1: Terminology
Standard II: Professional Integrity of Participants
-Confidentiality
-Professional and ethical behavior
-Constructive feedback
International Nursing Association for Clinical Simulation and Learning
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Best Practices
• Standard III: Participant Objectives
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Best Practices
• Standard IV: Facilitation
• Standard V: Facilitator
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Best Practices
• Standard VI: The Debriefing Process
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Best Practices
• Standard VII: Participant Assessment and Evaluation
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Examples
• Graduate Program
• Undergraduate Program
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Undergraduate Program
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Lessons Learned
• Technology use needs to be well planned and designed
• Effective learning tool
• It is one strategy
• Key question to ask: Will it improve/enhance learning?
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Summary
• “There are so many things you can learn about.
• But…you’ll miss the best things if you keep your eyes shut.”
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• “If you read with your eyes shut you’re likely to find that the place where you’re going is far, far behind.”
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“SO…that’s why I tell you to keep your eyes wide. Keep them open… at least on one side.”
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References
• Bland, A.J., Topping, A., & Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Education Today 31,664-670.
• International Nursing Association for Clinical Simulation and Learning. (2011). Standards for best practice: Simulation. Clinical Simulation in Nursing, 9, S3-32.
• Lapkin, S. & Levett-Jones, T. (2011). A cost-utility analysis of medium vs. high-fidelity human patient simulation manikins in nursing education. Journal of Clinical Nursing, 20,3543-3552.
• Neill, M.A. & Wotton, K. (2011). High-fidelity simulation debriefing in nursing education: A literature review. Clinical Simulation in Nursing, 7, e161-e168.
• Ross, J.G. (2012). Simulation and psychomotor skill acquisition: A review of the literature. Clinical Simulation in Nursing, 8, e429-435.
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References
• Weaver, A. (2011). High-fidelity patient simulation in nursing education: An integrative review. Nursing Education Perspectives, 32(1), 37-40.
• Yuan, H.B., Williams, B.A., Fang, J.B., & Ye, Q.H. (2012). A systematic review of selected evidence on improving knowledge and skills through high-fidelity simulation. Nurse Education Today, 32, 294-298.
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