11/28/2011. The International Nursing Association for Clinical Simulation and Learning (INACSL) Scenario Development. Presenters and Disclosures

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1 The International Nursing Association for Clinical Simulation and Learning (INACSL) Scenario Development 2011 Presenters and Disclosures Valerie Howard EdD MSN RN Associate Professor of Nursing Director RMU Research and Innovation in Simulation in Education (RISE) Center INACSL President Robert Morris University Disclosure Co-Author Elsevier Simulation Learning System Presenters and Disclosures Presenter and Disclosure Cheryl Feken RN MS Assistant Professor of Nursing Clinical Simulation Coordinator Tulsa Community College Disclosures INACSL Board Member Consulting Pearson Publishing Leslie Graham RN MN CNCC Professor, Nursing Critical Care elearning Program BScN Collaborative Nursing Program Disclosure INACSL Board of Directors Objectives 1. Discuss sources available to generate ideas for scenario development. 2. Identify resource and tools needed for scenario development. 3. Describe the process of simulation development. Polling Question Which best describes scenario development in your facility. A. Writing your own B. Purchased scenarios C. Combination of written and purchased 1

2 Resources for Scenario Ideas Resources for Scenario Ideas Review course objectives Theory content Essential experiences learner needs High risk low opportunity Psychomotor skills Case studies Clinical experiences Care plans Journal articles Risk management Legal cases Demographics often available Standards of Best Practice Templates 1. Terminology 2. Professional Integrity of Participant 3. Participant Objectives 4. Facilitation Methods 5. Simulation Facilitator 6. The Debriefing Process 7. Evaluation of Expected Outcomes -NLN view.php?id=95 -Laerdal iles/folders/user_learning_materials/e ntry802.aspx -METI -Tulsa Community College Agency Policy & Procedures Subject Matter Experts Incorporate agency policy and procedure into simulation Do I test the foley catheter balloon first?? SME s enhance the fidelity of the scenario Consult clinical experts or faculty to ensure the scenario replicates the student s clinical experience 2

3 Process of Simulation Development Time Investment Prepare for the time investment Complexity Resources Stakeholder involvement & availability Identify timelines Faculty expectations Participant Objectives Participant Objectives Identify participant Standard III: Participant Objectives Identify learning needs What does the participant need to gain from this experience? What skill(s) does the participant bring to the simulation experience? What knowledge does the student need to bring to this simulation experience? Objectives are the tool that guides the simulation and are essential to achieve the outcomes of the simulation Address domains of learning Appropriate to the level of learning Congruent with overall program outcomes Achievable Example: Participant Objectives Recognize and manage post-operative complications. Utilize ISBARR to collaborate with physician Standard I: Terminology Level of Prompting Provides the definition of cuing Standard III: Participant Objectives Level of instructor prompts or cues is based on participant objectives and experience level 3

4 Technology Practice Determine the level of fidelity to best suit the learning objectives A dress rehearsal once the scenario is written will ensure the students will have a positive experience Identify Debriefing Strategies Outcomes of Debriefing IMPORTANT PHASE!! Foundation in Psychology and Experiential Learning Theory Learning = Experience + Reflection Coaching for Reflective Feedback Enhances Learning Heightens Self-Confidence Increased Understanding Knowledge Transfer Highlights Best Practice Promotes Quality Patient Care Promotes Life Long Learning Effective Debriefing Should: Be facilitated by competent individual Be facilitated by an individual who has observed the experience Use evidence-based debriefing strategies Sandwich Method, Open ended questions, DASH Be based upon a structured framework Correlate with objectives, learners, and outcome of simulation experience Support confidentiality, trust, open communication, self-analysis, and reflection Debriefing Resources Decker, S. (2007). Integrating guided reflection into simulated learning experiences. In Jeffries, P. R.(Ed), Simulation in nursing education form conceptualization to evaluation. New York, NY: National League for Nursing. Fanning, R. M. & Gaba, D. M. (2007). The role of debriefing in simulation-based learning.simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(2), Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment: Students experiences. Journal of Nursing Education, 46(6), Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There s no such thing as Nonjudgmental debriefing: A theory and method for debriefing with good judgment. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 1(1), Rudolph, J. W., Simon, R., Raemer, D. B., Eppich, W. J. (2008). Debriefing as formative assessment: Closing performance gaps in medical education. Academic Emergency Medicine, 15(11),

5 Evaluation To achieve best results: Simulation can be used to evaluate the 3 domains of learning: cognitive, affective, and psychomotor Can evaluate: safe patient care and/or decisionmaking abilities, skill performance, critical thinking / reasoning, knowledge Must use valid and reliable instrumentation, tools, and methodologies Evaluation Criteria and methods should be explained to participant in advance Methods and instruments are previously tested Standardized Correlate To level of fidelity With learning objectives Consider prompting levels Have pre-determined parameters for terminating scenario prior to completion Include participant self-assessment of performance Knowledge Standardized Exams Course Exams Skills Checklists Global Rating Scales Attitudes Confidence Self-Efficacy Satisfaction Types of Tools Evaluation Resources Childs J, Sepples S, Chambers K. Designing simulations for nursing education. In: Jeffries PR editors. Simulation in nursing education: From conceptualization to evaluation. New York: National League for Nursing; 2007;p Kardong-Edgren S, Adamson K, Fitzgerald C. A review of currently published evaluation instruments for human patient simulation. Clinical Simulation in Nursing. 2010;6(1):e25 e35 Lasater K. High-fidelity simulation and the development of clinical judgment: Students' experiences. Journal of Nursing Education. 2007;46(6): References Questions The INACSL Board of Directors (2011, August). Standards of Best Practice: Simulation. Clinical Simulation in Nursing. 7(4S). Doi : /j.ecns Filer,D., Champlin,B. & Hunt,R. (2011). Creating and implementing an unfolding, multisetting simulation in a postbaccalaureate nursing program. Clinical Simulation in Nursing. In Press. e1-e6. Jefferies, P. (2007). Simulation in nursing education: From conceptualization to evaluation. National League for Nursing. Jones, A., Hegge, M., (2008). Simulation and Faculty Time Investment. Clinical Simulation in Nursing. 4, e5-e9. Lamontagne,C., McColgan,J., Fugiel,J., Woshinsky, D. & Hanrahan, P.(2008). What do we do now that we have SimMan out of the box? Using a Template to develop Simulation Scenarios. Clinical Simulation in Nursing. 4 p e Nehring, W. & Laskey,F. (2010). High Fidelity Simulation in Nursing Education. Sudbury, MA: Jones and Bartlett Publishing. Onda, E. (2011). Situated Cognition: Its Relationship to Simulation in Nursing Education. Clinical Simulation in Nursing. In press e1-e8. Waxman, K. (2010). Development of education-based clinical simulation scenarios: Guidelines for nurse educators. Journal of Nursing Education. 49 (1). doi ? We invite your questions! 5

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