- Email: [email protected]
NLN-Jeffries Simulation Framework Project – Outcomes of Simulation Education
Presentation Abstracts from 2012 INACSL Conference
e410
Jeffries, P (2005). Designing, implementing and evaluation simulation used as teaching strategies in nursing. Nursing Education Perspective. 26 (2), 96-103. NLN (2005) NLN Competencies for Nurse Educators. www.nln.org. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
NLN-Jeffries Simulation Framework Project e Outcomes of Simulation Education Level of Presentation: Presentation is intended for novice, intermediate and advanced audiences John M. O’Donnell, DrPH, RN, CRNA, Director and Associate Professor- Nurse Anesthesia Program, University of Pittsburgh School of Nursing, VB 360 A, 3500 Victoria St., Pittsburgh, PA 15261, 412624-4860 (w)/412-980-5176 (c)/ 412-624-1508 (f) Tracy Levett-Jones, PhD, RN, University of Newcastle, Callaghan, NSW Sharon Decker, PhD, RN, ANEF, FAAN, Texas Tech University, Lubbock, Texas 79430 Valerie M. Howard, EdD, RN, Robert Morris University, Moon Township, PA 15108 Session Objectives: Following attendance at this session, participants will be able to: 1) Describe the goals and progression of the NLN-Jeffries Simulation Project. 2) Discuss the current state of the science for outcomes of simulation education in nursing. Session Summary: This session is one of six breakout sessions from the NLN-Jeffries Simulation Framework Project. The ‘Outcomes in Simulation Education’ team will present preliminary findings related to this construct and the underlying concepts (cognition/knowledge, skills performance, learner satisfaction, clinical judgment/reasoning and self-confidence). Participants will be engaged in a facilitated discussion in this area and future directions for research will be identified. Abstract: NLN-Jeffries Simulation Framework Project e Outcomes of Simulation-Based Education. Background: In 2005, Jeffries published ‘‘A Framework for Designing, Implementing, and Evaluating Simulations Used as Teaching Strategies in Nursing’’ which described the major components that were proposed to be core to the design, implementation and evaluation of the evolving methodology of simulation-based education. The framework identified five core constructs: teacher, student, educational practices, simulation design characteristics and outcomes. The proposed framework was the consensus of a national project team working on the NLN-Laerdal Nursing Simulation study (http://www.nln.org/research/LaerdalReport.pdf). In 2010, the NLN-Jeffries Simulation Framework Project was initiated to review the current state of the evidence in support of the framework. A Project Team of simulation experts was assembled to review the literature for each of the five constructs. This session will focus on the construct ‘outcomes’ of simulation-based education including the underlying concepts of cognition/knowledge, skills performance, learner satisfaction, clinical judgment/reasoning and self-confidence. The Simulation-Based Education Outcomes Team will present our preliminary findings related to this construct as well as engage participants in a facilitated discussion of the underlying concept areas with identification of future directions for research in this area. Methods and expected outcomes: Simulation experts participating in the Project were subdivided into five teams to review the empirical and theoretical literature to date addressing each of the five constructs and their respective subcomponents. Literature citations and findings were abstracted into a standardized database to assist with analysis
and summarization. Findings will be presented during breakout sessions at the 2012 INACSL Conference and in a follow-up report in the journal Clinical Simulation. Project teams will solicit participant feedback and perspective from session participants and will collectively identify areas for future research, framework revision or framework enhancement with respect to outcomes of simulation-based education. Findings: Preliminary findings from the Project Teams indicate a wide variance in the volume and strength of the evidence in support of each construct and their subcomponents as well as a general lack of an identified theoretical framework underpinning the majority of empirical simulation literature. Constructs and their subcomponents were found to be described in a varying array of terms. Within the Simulation-Based Education Outcomes construct, supporting evidence appears to be the greatest in the area of knowledge attainment/cognition and the least for areas of skills performance and clinical judgment. The volume and strength of the evidence for each of the underlying concept areas is not proportionate within the construct. Conclusion/ Implications: Many of the concepts comprising each construct, including Simulation-Based Education Outcomes, are widely discussed within the simulation community even in the absence of clear supporting evidence. Based on our team’s review of the current literature there would appear to be numerous opportunities for future research validating the role of this construct, the underlying concepts and the framework as a whole. This session will attempt to review the evidence for the outcomes construct, evaluate the strength of the evidence and develop agreement among participants as to terminology. Relevance to conference themes: The NLN-JSF Project is focused on reviewing the current evidence supporting the framework and identifying areas for enhancement, revision and future research. Conference participants will be more widely informed about the Project and about potential research ideas and topics for presentation at future conferences and publication.
State of the Nursing Science Summary: A Review of the NLN/Jeffries Simulation Framework Level of Presentation: Advanced Patricia Ravert, PhD, RN, CNE, ANEF, FAAN, Associate Professor, Brigham Young University, Provo, UT; 801-422-1167, [email protected] Julie McAfooes, MS, RN-BC, ANEF, Web Development Manager, Chamberlain College of Nursing, Downers Grove, IL; 740-385-3614, [email protected] Objective: Participants will grasp the overall findings and recommendations from the year-long concept analysis of the NLN/Jeffries Simulation Framework project. Background/purpose: Meleis (2007) suggests progress in a discipline is based upon a relationship between research, theory, clinical application, and education. The NLN/Jeffries Simulation Framework was originally constructed in 2003, through a National League for Nursing-sponsored study. This work provided a nascent nursing education framework to assist nurse researchers, educators, and nursing doctoral students to pursue research in simulation. The framework includes five major concepts: teacher, student, educational practices, simulation design characteristics, and outcomes. It has become one of the most used theoretical frameworks in nursing simulation education research and simulation development. Eight years after the NLN/Jeffries Simulation Framework was devised, simulation research is burgeoning. Researchers have noted that the original conceptual definitions in the framework were not clearly defined. As research has progressed and evidence has accumulated over the past few years, the original concepts may have changed. Few large scale reviews of the science
pp e385-e416 Clinical Simulation in Nursing Volume 8 Issue 8
e410
Jeffries, P (2005). Designing, implementing and evaluation simulation used as teaching strategies in nursing. Nursing Education Perspective. 26 (2), 96-103. NLN (2005) NLN Competencies for Nurse Educators. www.nln.org. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
NLN-Jeffries Simulation Framework Project e Outcomes of Simulation Education Level of Presentation: Presentation is intended for novice, intermediate and advanced audiences John M. O’Donnell, DrPH, RN, CRNA, Director and Associate Professor- Nurse Anesthesia Program, University of Pittsburgh School of Nursing, VB 360 A, 3500 Victoria St., Pittsburgh, PA 15261, 412624-4860 (w)/412-980-5176 (c)/ 412-624-1508 (f) Tracy Levett-Jones, PhD, RN, University of Newcastle, Callaghan, NSW Sharon Decker, PhD, RN, ANEF, FAAN, Texas Tech University, Lubbock, Texas 79430 Valerie M. Howard, EdD, RN, Robert Morris University, Moon Township, PA 15108 Session Objectives: Following attendance at this session, participants will be able to: 1) Describe the goals and progression of the NLN-Jeffries Simulation Project. 2) Discuss the current state of the science for outcomes of simulation education in nursing. Session Summary: This session is one of six breakout sessions from the NLN-Jeffries Simulation Framework Project. The ‘Outcomes in Simulation Education’ team will present preliminary findings related to this construct and the underlying concepts (cognition/knowledge, skills performance, learner satisfaction, clinical judgment/reasoning and self-confidence). Participants will be engaged in a facilitated discussion in this area and future directions for research will be identified. Abstract: NLN-Jeffries Simulation Framework Project e Outcomes of Simulation-Based Education. Background: In 2005, Jeffries published ‘‘A Framework for Designing, Implementing, and Evaluating Simulations Used as Teaching Strategies in Nursing’’ which described the major components that were proposed to be core to the design, implementation and evaluation of the evolving methodology of simulation-based education. The framework identified five core constructs: teacher, student, educational practices, simulation design characteristics and outcomes. The proposed framework was the consensus of a national project team working on the NLN-Laerdal Nursing Simulation study (http://www.nln.org/research/LaerdalReport.pdf). In 2010, the NLN-Jeffries Simulation Framework Project was initiated to review the current state of the evidence in support of the framework. A Project Team of simulation experts was assembled to review the literature for each of the five constructs. This session will focus on the construct ‘outcomes’ of simulation-based education including the underlying concepts of cognition/knowledge, skills performance, learner satisfaction, clinical judgment/reasoning and self-confidence. The Simulation-Based Education Outcomes Team will present our preliminary findings related to this construct as well as engage participants in a facilitated discussion of the underlying concept areas with identification of future directions for research in this area. Methods and expected outcomes: Simulation experts participating in the Project were subdivided into five teams to review the empirical and theoretical literature to date addressing each of the five constructs and their respective subcomponents. Literature citations and findings were abstracted into a standardized database to assist with analysis
and summarization. Findings will be presented during breakout sessions at the 2012 INACSL Conference and in a follow-up report in the journal Clinical Simulation. Project teams will solicit participant feedback and perspective from session participants and will collectively identify areas for future research, framework revision or framework enhancement with respect to outcomes of simulation-based education. Findings: Preliminary findings from the Project Teams indicate a wide variance in the volume and strength of the evidence in support of each construct and their subcomponents as well as a general lack of an identified theoretical framework underpinning the majority of empirical simulation literature. Constructs and their subcomponents were found to be described in a varying array of terms. Within the Simulation-Based Education Outcomes construct, supporting evidence appears to be the greatest in the area of knowledge attainment/cognition and the least for areas of skills performance and clinical judgment. The volume and strength of the evidence for each of the underlying concept areas is not proportionate within the construct. Conclusion/ Implications: Many of the concepts comprising each construct, including Simulation-Based Education Outcomes, are widely discussed within the simulation community even in the absence of clear supporting evidence. Based on our team’s review of the current literature there would appear to be numerous opportunities for future research validating the role of this construct, the underlying concepts and the framework as a whole. This session will attempt to review the evidence for the outcomes construct, evaluate the strength of the evidence and develop agreement among participants as to terminology. Relevance to conference themes: The NLN-JSF Project is focused on reviewing the current evidence supporting the framework and identifying areas for enhancement, revision and future research. Conference participants will be more widely informed about the Project and about potential research ideas and topics for presentation at future conferences and publication.
State of the Nursing Science Summary: A Review of the NLN/Jeffries Simulation Framework Level of Presentation: Advanced Patricia Ravert, PhD, RN, CNE, ANEF, FAAN, Associate Professor, Brigham Young University, Provo, UT; 801-422-1167, [email protected] Julie McAfooes, MS, RN-BC, ANEF, Web Development Manager, Chamberlain College of Nursing, Downers Grove, IL; 740-385-3614, [email protected] Objective: Participants will grasp the overall findings and recommendations from the year-long concept analysis of the NLN/Jeffries Simulation Framework project. Background/purpose: Meleis (2007) suggests progress in a discipline is based upon a relationship between research, theory, clinical application, and education. The NLN/Jeffries Simulation Framework was originally constructed in 2003, through a National League for Nursing-sponsored study. This work provided a nascent nursing education framework to assist nurse researchers, educators, and nursing doctoral students to pursue research in simulation. The framework includes five major concepts: teacher, student, educational practices, simulation design characteristics, and outcomes. It has become one of the most used theoretical frameworks in nursing simulation education research and simulation development. Eight years after the NLN/Jeffries Simulation Framework was devised, simulation research is burgeoning. Researchers have noted that the original conceptual definitions in the framework were not clearly defined. As research has progressed and evidence has accumulated over the past few years, the original concepts may have changed. Few large scale reviews of the science
pp e385-e416 Clinical Simulation in Nursing Volume 8 Issue 8