- Email: [email protected]
Second Life®: An Innovative Strategy For Teaching Inclusivity to Nursing Students
e265
Abstracts
CPR practice, should help new nurses respond appropriately in practice. To allow students to practice handling acute situation recognition and clinical decision making, a series of short simulations were developed. The first group of experiences was set up on Vital Sim manikins where the student could choose to collect objective data comprised of vital signs, heart sounds, and lung sounds as well as other data provided. A short one paragraph history or case about the patient was printed on paper along with the instructions for the student to read prior to proceeding into the simulation. The faculty coordinator directed one student at a time to read and complete the simulation, and then they would call time for the switch to the next simulation. Debriefing was done as a whole group of students. Several different focused assessment simulations were created like this one. This approach to timing, equipment, and staffing allowed a high level simulation experience using low fidelity equipment to be offered with limited direct involvement of a faculty member. A second set of acute situations was developed for the SimMan high fidelity manikin. In these simulations the student was expected to actually implement interventions prior to writing down actions and priorities. This high fidelity simulation required the use of an operator to run this simulation who also coached students though the thinking and actions needed. These two ways of implementation involve different time and human effort investments. A choice can be made as to how to implement these valuable experiences based on the availability of equipment and staff members. This presentation will show the details of these approaches with examples of the written components.
Teaching: Using Personas As A Teaching/Learning Strategy In A Simulated Blog Context Cindy Thomas, EdD, RN. School of Nursing, Ball State University, Muncie, IN 47306, [email protected] Abstract: Simulated blogs, using personas and tailored to the experiences and problems facing soon-to-graduate nursing students, can be useful tools in preparing them for the professional registered nurse role. Utilizing present day technology, faculty at one Midwestern university made use of this strategy in the form of a reflective blog/journal written by a fictitious, recently graduated nurse. Lauren’s blog was about a newly registered nurse. She faced many challenges and triumphs, personally and professionally, during her first year as a registered nurse. Students identified with the realistic issues Lauren encountered and utilized learned problem solving, decisionmaking and critical reasoning processes to personally analyze the same situations. The simulated blog was placed within a Blackboard computer system for easy student access. The weekly blog corresponded with management/leadership topics being taught in the classroom. Students read the weekly blog and responded to questions Lauren asked. Faculty read all responses by students and then clarified or reinforced the students understanding of the concepts. The simulated blog teaching/learning stragety is easily updated and adaptable to all levels of students across the various curricula. Students have reported that the blog teaching/learning strategy helped them to understand required concepts, gain insight into the role of the registered nurse, and work through issues that will most likely be encountered in the future.
Preparing Learners for Future Experiences using Game-Based Learning David Thompson, BScn MN RN, Eric Bauman, PhD RN, Nicole Ranger, and Sue Berry, DipPT, BA, MCE. Northern Ontario School of Medicine; University of Wisconsin School of Medicine & Public Health, (p) 807-766-7469, [email protected] Introduction: Creating learning environments that prepare learners for future, often more complex, experiences is a priority for health educators and administrators. In this presentation, we will demonstrate and discuss how game-based learning can be used to prepare health students for two complex experiences frequently encountered in pre- and post-licensure environments: simulation and interprofessional collaborations.
Background: Game-based learning can create an authentic situated learning experience focused on content (ie, clinical conditions) and process (ie, interprofessional competencies) areas that learners commonly encounter in education and clinical practice. Such activities create a dynamic social and safe environment where individuals can collectively develop content knowledge, while obtaining and practicing process skills, values, and beliefs. Debriefing game-based simulation activities remains an essential facet of this type of learning because it amalgamates content and process knowledge gained through these experiences. Debriefing also promotes individual and group reflection that, through effective facilitation, can be combined to support collective learning that can be later applied to other learning environments including future simulation experiences and interprofessional collaborations. Discussion and Objectives: The Northern Ontario School of Medicine, Continuing Education and Professional Development Portfolio, administers the Interprofessional Education Simulation Series. This education series consists of presentations and workshops designed to instill the principles of interprofessional learning and collaboration among nurses, physicians and other allied health professionals in the simulated environment. We will discuss a workshop offered through this series: Game-Based Learning: Preparing educators and learners for behavioral aspects of clinical teamwork, leadership and crisis management. In this panel discussion we will (a) demonstrate specific game-based learning activities, (b) demonstrate approaches to debriefing game-based learning activities (c) discuss how game-based learning activities can be used to prepare students for future simulation and interprofessional experiences, and (d) share insight on planning and implementing game-based learning activities. Summary: Through active participation and group discussion, participants will gain an understanding of how to create and apply game-based learning to prepare learners for future simulation and clinical practice experiences such as interprofessional collaboration. This panel will be of interest to educators working with pre- and post-licensure learners, educators charged with orientating and supporting new clinical educators, educators working in simulation environments, and educational administrators. References Available Upon Request
Second LifeÒ: An Innovative Strategy For Teaching Inclusivity to Nursing Students Jone Tiffany, DNP, RNC-OB. Bethel University, 3900 Bethel Dr. St. Paul, MN. 55112, [email protected] Abstract: Cultural awareness or inclusivity is of concern to healthcare professionals across all settings and sectors because of the ever increasing diversity in the United States. It is an iterative process through which those who provide healthcare become sensitive to beliefs, values, and the practices of a patient/client’s culture through exposure to these diverse populations. How can inclusivity be addressed with healthcare professionals, specifically nurses, in a manner that is more than an objective discussion or description, and more of a lived experience of inclusivity? One means by which to explore inclusivity that may be ‘‘safer’’ for students and healthcare professionals is through the use of virtual reality software such as Second LifeÒ, an emerging technological advancement in the delivery of education. This presentation will discuss the findings of a small interpretive inquiry done with graduate nursing students exploring the topic of inclusivity while role playing with diverse avatars within the virtual world of Second LifeÒ. In this Doctor of Nursing Practice Systems Change Project, the author designed twenty diverse Second LifeÒ ‘‘avatars’’ that were randomly assigned to a group of masters in nursing education students. First, they were asked to complete a journal assignment about their initial reactions and biases related to the assigned avatar. After they completed the initial assignment, the students then participated in a ‘‘role-play’’ experience within Second LifeÒ where they ‘‘traveled’’ to the virtual social sites playing the role of the ‘‘avatar’’ that was assigned to them. At the end of the simulated ‘‘role-play’’ experience the students wrote a paper about their experiences, how they were treated, and how this changed the way they may or may not view populations of individuals who are typically marginalized in society. The results showed the virtual ‘‘role-play’’ experience had a positive effect on the students’
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application of the concepts of inclusivity in their nursing practice. In addition, the majority of the students felt the use of this type of virtual ‘‘roleplay’’ experience would be useful in their future career as nurse educators. In addition to the above, this presentation will discuss how the virtual world of Second LifeÒ can be used as a space for faculty, students, and practicing healthcare professionals to challenge their thinking about difficult topics that might be uncomfortable to discuss in a normal face to face environment. Addendum:This presentation has been accepted for presentation at the Society for Simulation in Healthcare (SSH) IMSH conference in January. In that presentation I will broaden the topic to include interdisciplinary teams. Here is the description from the conference brochure: ‘‘What would it be like to experience the world through the eyes of someone from a different cultural, ethnic, or socioeconomic background? What if nurses and physicians could learn about diversity and inclusivity while "role-playing" in the virtual world of Second LifeÒ? This presentation will discuss a pilot study done with graduate nursing students, exploring the topic of inclusivity within a virtual world environment. This unique and interesting approach had some surprising results.’’ I would like to have the opportunity to present this study to the INACSL members as well.
Using an Electronic Health Record in an Introduction to Professional Nursing course Mary Pat Ulicny, RN, MS. University of Maryland School of Nursing at Universities at Shady Grove; Building I, Room 323; 9640 Gudelsky Drive, Rockville, MD 20850, 301-738-6148, [email protected] Abstract: Proficiency of electronic health records in both the inpatient and outpatient settings will be essential to rapid changes within the health care industry. The use of an academic electronic health record mimics the real-world environment with virtual patient data. The University of Maryland, School of Nursing has instituted a web-based educational health record and automated medication dispense system to use with the Introduction to Professional Nursing course clinical skills lab component. Currently, undergraduate nursing students are using this software for documentation after skills validations in the clinical simulation lab. The purpose of this exercise is to integrate computer technology that translates to real-life clinical practice. The students are given a variety of skills such as medication administration, naso-gastric tube insertion, tracheostomy care, and sterile dressing changes during the validation scenario. The use of this record encourages the students to synthesize, integrate and develop critical thinking skills that will impact nursing practice and overall patient outcomes. It provides a wonderful opportunity to enhance the clinical simulation environment with electronic information skills as the students document a SOAP note in the academic electronic health record. Patients from the clinical simulation census were loaded into the electronic record software so that the student could document on their specific patient. This requires the student to access the record with their own personal electronic signature, correctly select their assigned patient, check the patient’s identifiers, click on notes and begin to document their SOAP note. The student then sends the note to an instructor to be reviewed and co-signed. These exercises enhance the student’s knowledge of logging into a electronic system, documentation, and sifting through data to develop the skills necessary to navigate through an electronic health record and also helps to engage the student to actively be able to integrate the knowledge to use the electronic health record as a tool necessary for practice.
Shifting Faculty and Fiscal Resources to Allocate FTE for Simulation and Skills Lab Coordination and Management L. Villagomeza, PhD, RN, T. Bogopolskiy, MSN, ARNP, and D. Renna, MSN, RN, CNE. College of Nursing and Health Sciences(CNHS), Florida International University(FIU), 3000 NE 151 Street North Miami FL, 33181. Phone: (305)-919-4420, [email protected] Background: FIU’s CNHS has an accelerated nursing program for foreigneducated physicians housed at the Biscayne Bay Campus (BBC). Clinical
teaching is provided mostly by adjunct clinical faculty. In any given semester, there are at least 16 to 20 clinical groups at various levels of the curriculum. Evidence shows that simulated learning encounters provide positive learner outcomes; therefore, faculty defined a goal to integrate simulation up to 25% of the contact hours for clinical courses. Problem: Adjunct clinical faculty were not fully integrated into the university; hence, they were not prepared to conduct simulation activities independently. The problem was compounded by lack of faculty FTE to coordinate and manage the Simulation and Skills Labs (SimLab). A fragmented process of simulation was evident. Solution: In Fall 2010, shifting of faculty and fiscal resources was implemented to allocate a 0.50 faculty FTE (equivalent to 6-credits) to manage the SimLab. Pre-implementation Phase: With a tradition of small clinical groups for these non-traditional students who speak English as a second language (ESL), four clinical faculty were initially assigned to 36 students in Medical-Surgical Nursing I and II Clinicals (MS I & II.) Each faculty had 9 students. To free up faculty member for SimLab coordination, Program Director(PD) shifted faculty assignments by decreasing number of faculty to 3. Consequently, each clinical group increased to 12 students. Concerns were voiced by Director of Clinical Education (DCE) and faculty about negative implications of clinical groups with more than 10 students. Their concerns were taken into consideration. BBC SimLab Coordinator (SLC) collaborated with PD and with Medical-Surgical Nursing Course Coordinator (MSNCC) to create a blueprint for simulation. The schedule allowed integration of adjunct clinical faculty in the simulation activities as well. Implementation Phase: Every simulation day (Saturday), one clinical group with respective faculty and 12 students reported to the SimLab at BBC. Additionally, two students from each of the two other clinical groups were scheduled to join. This process created simulation groups comprising of 16 students with two faculty members as facilitators; and groups in the clinical sites with the ideal number of 10 students each. Outcomes: The simulation blueprint provided each student with the opportunity to attend simulation 18% of the total 180 contact hours for MS I and II clinicals. It also allowed for the training and integration of adjunct faculty into the SimLab activities at BBC. Shifting assignment of 1.0 FTE faculty instead of hiring additional adjunct resulted to a savings of $7,800.00 for Fall 2010 which will translate to a savings of $23,400.00 annually or $117,000 for next 5 years.
Growing a Sim lab for Student Engagement Penni Watts, MSN, RN. University of Alabama at Birmingham, Birmingham, Alabama, Phone: 205-934-6560, [email protected] Abstract: Over the last few years, the phenomenon of clinical simulation has grown exponentially throughout the country. In our simulation and skills lab, we are experiencing severe growing pains as we work to manage the pace, expectations, and needs throughout curriculums of schools of nursing as well as health professions. Growing from a small underutilized skills lab to an energetic, overflowing simulation and skills lab has proven to be a rewarding yet challenging endeavor. With development of relationships with an area junior college as well as partnering with the Veterans Administration (VA) Hospital, the boundaries of our simulation lab have been removed. Being mobile and creative in the implementation of our simulations and skills training, we have implemented unique activities for the classroom and local educational conferences. Working with faculty in both schools of nursing and health professions, we are fortunate to have a wealth of talent and expertise in a variety of specialties. Faculty are working to create and enhance student’s engagement through experiential learning for both on-campus as well as distance accessible programs as well as building more inter-professional simulated experiences. We want to share how we have been successful in framing our lab to provide engaging and experiences including: a simulated home setting for students to complete safety assessments, emergency management labs for nuclear medicine technology students, interactive simulations for nurse practitioners, simulated intensive care situations for dietetic interns and occupational therapy students, and facilitating competency validation for VA
pp e245-e267 Clinical Simulation in Nursing Volume 7 Issue 6
Abstracts
CPR practice, should help new nurses respond appropriately in practice. To allow students to practice handling acute situation recognition and clinical decision making, a series of short simulations were developed. The first group of experiences was set up on Vital Sim manikins where the student could choose to collect objective data comprised of vital signs, heart sounds, and lung sounds as well as other data provided. A short one paragraph history or case about the patient was printed on paper along with the instructions for the student to read prior to proceeding into the simulation. The faculty coordinator directed one student at a time to read and complete the simulation, and then they would call time for the switch to the next simulation. Debriefing was done as a whole group of students. Several different focused assessment simulations were created like this one. This approach to timing, equipment, and staffing allowed a high level simulation experience using low fidelity equipment to be offered with limited direct involvement of a faculty member. A second set of acute situations was developed for the SimMan high fidelity manikin. In these simulations the student was expected to actually implement interventions prior to writing down actions and priorities. This high fidelity simulation required the use of an operator to run this simulation who also coached students though the thinking and actions needed. These two ways of implementation involve different time and human effort investments. A choice can be made as to how to implement these valuable experiences based on the availability of equipment and staff members. This presentation will show the details of these approaches with examples of the written components.
Teaching: Using Personas As A Teaching/Learning Strategy In A Simulated Blog Context Cindy Thomas, EdD, RN. School of Nursing, Ball State University, Muncie, IN 47306, [email protected] Abstract: Simulated blogs, using personas and tailored to the experiences and problems facing soon-to-graduate nursing students, can be useful tools in preparing them for the professional registered nurse role. Utilizing present day technology, faculty at one Midwestern university made use of this strategy in the form of a reflective blog/journal written by a fictitious, recently graduated nurse. Lauren’s blog was about a newly registered nurse. She faced many challenges and triumphs, personally and professionally, during her first year as a registered nurse. Students identified with the realistic issues Lauren encountered and utilized learned problem solving, decisionmaking and critical reasoning processes to personally analyze the same situations. The simulated blog was placed within a Blackboard computer system for easy student access. The weekly blog corresponded with management/leadership topics being taught in the classroom. Students read the weekly blog and responded to questions Lauren asked. Faculty read all responses by students and then clarified or reinforced the students understanding of the concepts. The simulated blog teaching/learning stragety is easily updated and adaptable to all levels of students across the various curricula. Students have reported that the blog teaching/learning strategy helped them to understand required concepts, gain insight into the role of the registered nurse, and work through issues that will most likely be encountered in the future.
Preparing Learners for Future Experiences using Game-Based Learning David Thompson, BScn MN RN, Eric Bauman, PhD RN, Nicole Ranger, and Sue Berry, DipPT, BA, MCE. Northern Ontario School of Medicine; University of Wisconsin School of Medicine & Public Health, (p) 807-766-7469, [email protected] Introduction: Creating learning environments that prepare learners for future, often more complex, experiences is a priority for health educators and administrators. In this presentation, we will demonstrate and discuss how game-based learning can be used to prepare health students for two complex experiences frequently encountered in pre- and post-licensure environments: simulation and interprofessional collaborations.
Background: Game-based learning can create an authentic situated learning experience focused on content (ie, clinical conditions) and process (ie, interprofessional competencies) areas that learners commonly encounter in education and clinical practice. Such activities create a dynamic social and safe environment where individuals can collectively develop content knowledge, while obtaining and practicing process skills, values, and beliefs. Debriefing game-based simulation activities remains an essential facet of this type of learning because it amalgamates content and process knowledge gained through these experiences. Debriefing also promotes individual and group reflection that, through effective facilitation, can be combined to support collective learning that can be later applied to other learning environments including future simulation experiences and interprofessional collaborations. Discussion and Objectives: The Northern Ontario School of Medicine, Continuing Education and Professional Development Portfolio, administers the Interprofessional Education Simulation Series. This education series consists of presentations and workshops designed to instill the principles of interprofessional learning and collaboration among nurses, physicians and other allied health professionals in the simulated environment. We will discuss a workshop offered through this series: Game-Based Learning: Preparing educators and learners for behavioral aspects of clinical teamwork, leadership and crisis management. In this panel discussion we will (a) demonstrate specific game-based learning activities, (b) demonstrate approaches to debriefing game-based learning activities (c) discuss how game-based learning activities can be used to prepare students for future simulation and interprofessional experiences, and (d) share insight on planning and implementing game-based learning activities. Summary: Through active participation and group discussion, participants will gain an understanding of how to create and apply game-based learning to prepare learners for future simulation and clinical practice experiences such as interprofessional collaboration. This panel will be of interest to educators working with pre- and post-licensure learners, educators charged with orientating and supporting new clinical educators, educators working in simulation environments, and educational administrators. References Available Upon Request
Second LifeÒ: An Innovative Strategy For Teaching Inclusivity to Nursing Students Jone Tiffany, DNP, RNC-OB. Bethel University, 3900 Bethel Dr. St. Paul, MN. 55112, [email protected] Abstract: Cultural awareness or inclusivity is of concern to healthcare professionals across all settings and sectors because of the ever increasing diversity in the United States. It is an iterative process through which those who provide healthcare become sensitive to beliefs, values, and the practices of a patient/client’s culture through exposure to these diverse populations. How can inclusivity be addressed with healthcare professionals, specifically nurses, in a manner that is more than an objective discussion or description, and more of a lived experience of inclusivity? One means by which to explore inclusivity that may be ‘‘safer’’ for students and healthcare professionals is through the use of virtual reality software such as Second LifeÒ, an emerging technological advancement in the delivery of education. This presentation will discuss the findings of a small interpretive inquiry done with graduate nursing students exploring the topic of inclusivity while role playing with diverse avatars within the virtual world of Second LifeÒ. In this Doctor of Nursing Practice Systems Change Project, the author designed twenty diverse Second LifeÒ ‘‘avatars’’ that were randomly assigned to a group of masters in nursing education students. First, they were asked to complete a journal assignment about their initial reactions and biases related to the assigned avatar. After they completed the initial assignment, the students then participated in a ‘‘role-play’’ experience within Second LifeÒ where they ‘‘traveled’’ to the virtual social sites playing the role of the ‘‘avatar’’ that was assigned to them. At the end of the simulated ‘‘role-play’’ experience the students wrote a paper about their experiences, how they were treated, and how this changed the way they may or may not view populations of individuals who are typically marginalized in society. The results showed the virtual ‘‘role-play’’ experience had a positive effect on the students’
pp e245-e267 Clinical Simulation in Nursing Volume 7 Issue 6
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application of the concepts of inclusivity in their nursing practice. In addition, the majority of the students felt the use of this type of virtual ‘‘roleplay’’ experience would be useful in their future career as nurse educators. In addition to the above, this presentation will discuss how the virtual world of Second LifeÒ can be used as a space for faculty, students, and practicing healthcare professionals to challenge their thinking about difficult topics that might be uncomfortable to discuss in a normal face to face environment. Addendum:This presentation has been accepted for presentation at the Society for Simulation in Healthcare (SSH) IMSH conference in January. In that presentation I will broaden the topic to include interdisciplinary teams. Here is the description from the conference brochure: ‘‘What would it be like to experience the world through the eyes of someone from a different cultural, ethnic, or socioeconomic background? What if nurses and physicians could learn about diversity and inclusivity while "role-playing" in the virtual world of Second LifeÒ? This presentation will discuss a pilot study done with graduate nursing students, exploring the topic of inclusivity within a virtual world environment. This unique and interesting approach had some surprising results.’’ I would like to have the opportunity to present this study to the INACSL members as well.
Using an Electronic Health Record in an Introduction to Professional Nursing course Mary Pat Ulicny, RN, MS. University of Maryland School of Nursing at Universities at Shady Grove; Building I, Room 323; 9640 Gudelsky Drive, Rockville, MD 20850, 301-738-6148, [email protected] Abstract: Proficiency of electronic health records in both the inpatient and outpatient settings will be essential to rapid changes within the health care industry. The use of an academic electronic health record mimics the real-world environment with virtual patient data. The University of Maryland, School of Nursing has instituted a web-based educational health record and automated medication dispense system to use with the Introduction to Professional Nursing course clinical skills lab component. Currently, undergraduate nursing students are using this software for documentation after skills validations in the clinical simulation lab. The purpose of this exercise is to integrate computer technology that translates to real-life clinical practice. The students are given a variety of skills such as medication administration, naso-gastric tube insertion, tracheostomy care, and sterile dressing changes during the validation scenario. The use of this record encourages the students to synthesize, integrate and develop critical thinking skills that will impact nursing practice and overall patient outcomes. It provides a wonderful opportunity to enhance the clinical simulation environment with electronic information skills as the students document a SOAP note in the academic electronic health record. Patients from the clinical simulation census were loaded into the electronic record software so that the student could document on their specific patient. This requires the student to access the record with their own personal electronic signature, correctly select their assigned patient, check the patient’s identifiers, click on notes and begin to document their SOAP note. The student then sends the note to an instructor to be reviewed and co-signed. These exercises enhance the student’s knowledge of logging into a electronic system, documentation, and sifting through data to develop the skills necessary to navigate through an electronic health record and also helps to engage the student to actively be able to integrate the knowledge to use the electronic health record as a tool necessary for practice.
Shifting Faculty and Fiscal Resources to Allocate FTE for Simulation and Skills Lab Coordination and Management L. Villagomeza, PhD, RN, T. Bogopolskiy, MSN, ARNP, and D. Renna, MSN, RN, CNE. College of Nursing and Health Sciences(CNHS), Florida International University(FIU), 3000 NE 151 Street North Miami FL, 33181. Phone: (305)-919-4420, [email protected] Background: FIU’s CNHS has an accelerated nursing program for foreigneducated physicians housed at the Biscayne Bay Campus (BBC). Clinical
teaching is provided mostly by adjunct clinical faculty. In any given semester, there are at least 16 to 20 clinical groups at various levels of the curriculum. Evidence shows that simulated learning encounters provide positive learner outcomes; therefore, faculty defined a goal to integrate simulation up to 25% of the contact hours for clinical courses. Problem: Adjunct clinical faculty were not fully integrated into the university; hence, they were not prepared to conduct simulation activities independently. The problem was compounded by lack of faculty FTE to coordinate and manage the Simulation and Skills Labs (SimLab). A fragmented process of simulation was evident. Solution: In Fall 2010, shifting of faculty and fiscal resources was implemented to allocate a 0.50 faculty FTE (equivalent to 6-credits) to manage the SimLab. Pre-implementation Phase: With a tradition of small clinical groups for these non-traditional students who speak English as a second language (ESL), four clinical faculty were initially assigned to 36 students in Medical-Surgical Nursing I and II Clinicals (MS I & II.) Each faculty had 9 students. To free up faculty member for SimLab coordination, Program Director(PD) shifted faculty assignments by decreasing number of faculty to 3. Consequently, each clinical group increased to 12 students. Concerns were voiced by Director of Clinical Education (DCE) and faculty about negative implications of clinical groups with more than 10 students. Their concerns were taken into consideration. BBC SimLab Coordinator (SLC) collaborated with PD and with Medical-Surgical Nursing Course Coordinator (MSNCC) to create a blueprint for simulation. The schedule allowed integration of adjunct clinical faculty in the simulation activities as well. Implementation Phase: Every simulation day (Saturday), one clinical group with respective faculty and 12 students reported to the SimLab at BBC. Additionally, two students from each of the two other clinical groups were scheduled to join. This process created simulation groups comprising of 16 students with two faculty members as facilitators; and groups in the clinical sites with the ideal number of 10 students each. Outcomes: The simulation blueprint provided each student with the opportunity to attend simulation 18% of the total 180 contact hours for MS I and II clinicals. It also allowed for the training and integration of adjunct faculty into the SimLab activities at BBC. Shifting assignment of 1.0 FTE faculty instead of hiring additional adjunct resulted to a savings of $7,800.00 for Fall 2010 which will translate to a savings of $23,400.00 annually or $117,000 for next 5 years.
Growing a Sim lab for Student Engagement Penni Watts, MSN, RN. University of Alabama at Birmingham, Birmingham, Alabama, Phone: 205-934-6560, [email protected] Abstract: Over the last few years, the phenomenon of clinical simulation has grown exponentially throughout the country. In our simulation and skills lab, we are experiencing severe growing pains as we work to manage the pace, expectations, and needs throughout curriculums of schools of nursing as well as health professions. Growing from a small underutilized skills lab to an energetic, overflowing simulation and skills lab has proven to be a rewarding yet challenging endeavor. With development of relationships with an area junior college as well as partnering with the Veterans Administration (VA) Hospital, the boundaries of our simulation lab have been removed. Being mobile and creative in the implementation of our simulations and skills training, we have implemented unique activities for the classroom and local educational conferences. Working with faculty in both schools of nursing and health professions, we are fortunate to have a wealth of talent and expertise in a variety of specialties. Faculty are working to create and enhance student’s engagement through experiential learning for both on-campus as well as distance accessible programs as well as building more inter-professional simulated experiences. We want to share how we have been successful in framing our lab to provide engaging and experiences including: a simulated home setting for students to complete safety assessments, emergency management labs for nuclear medicine technology students, interactive simulations for nurse practitioners, simulated intensive care situations for dietetic interns and occupational therapy students, and facilitating competency validation for VA
pp e245-e267 Clinical Simulation in Nursing Volume 7 Issue 6