Mary E. Tracy, PhD, RNAssociate Professor, College of Nursing

Technology Applications: Nursing Education

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.

Background

Background

Concept Analysis

• Critical attributes (Bland, Topping, & Wood, 2010)

Use and Impact

• Psychomotor skill acquisition (Ross, 2012; Bin Yuan, H., Williams, B.A., Fang, J.B. & Hong Ye, Q., 2012)

Use and Impact

• Integrative review (Weaver, 2011)

Use and Impact

• Debriefing (Neill & Wotton, 2011)

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

Best Practices

• Standard III: Participant Objectives

Best Practices

• Standard IV: Facilitation

• Standard V: Facilitator

Best Practices

• Standard VI: The Debriefing Process

Best Practices

• Standard VII: Participant Assessment and Evaluation

Examples

• Graduate Program

• Undergraduate Program

Undergraduate Program

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?

Summary

• “There are so many things you can learn about.

• But…you’ll miss the best things if you keep your eyes shut.”

• “If you read with your eyes shut you’re likely to find that the place where you’re going is far, far behind.”

“SO…that’s why I tell you to keep your eyes wide. Keep them open… at least on one side.”

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.

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.