Upload
hardern
View
3.158
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Faculty development in nursing simulation education
Citation preview
2. Session Agenda
Brief background regarding use of simulation in nursing
education
Role of faculty development in simulation education
Survey conducted at the University of Manitoba on the simulation
seminars for new instructors
Results
Impact for future faculty development needs
3. Background - Physical Environment
Many simulation centres developed with research and budget
surrounding types of mannequins/fidelity
Planning into the physical space where the mannequins will be
housed
Human resources and required faculty development are not always
part of the plan
4. Background - Use of simulation
Integration of simulation into the curriculum
Planning/committees looking at placement of simulation
Many include simulation in clinical practice courses
5. Faculty Development
Initial faculty development can include:
Familiarity with the high-fidelity mannequins
How to choose appropriate scenarios
Might include how to run through a chosen scenario
While there are many similarities, teaching with this technology is
different than teaching in a lecture, lab or clinical
setting.
6. Desire for more
Workshops and conferences began to come up (e.g.)
We Bought the Mannequin Now What?
Simulation Conferences
International Nurses Association for Clinical and Simulated
Learning
Downside
Not everyone can attend, may be expensive
.. But many people are teaching with simulation mannequins..
7. Our experience
After 2 years of investigation, purchased high-fidelity simulators
(HFS) in 2005
HFS sat in box for 6 months while we figured out both how-to and
what-to do with these
Received product specific workshop (4 days total) with
approximately 8 staff
Decided to use simulation as part of a clinical course
8. Faculty Development Needs
Instructors who were part of the product specific workshop were
going to be responsible for the mannequin
Coordinator responsible scheduling and simulation
implementation
Clinical instructors were told to do what they do best: to teach
the students
9. Faculty Development Needs
HOWEVER
Quickly became apparent that not everyone knew how to teach
Created a workshop for the clinical instructors that:
How to facilitate during simulation experiences
Where do I stand?When do I jump in?What is the student role?What is
my role?
Making the use of cueing during the simulation
Debriefing tips
10. Survey Questions
Created a survey to evaluate whether the workshop addressed their
needs or not
Questions included:
Initial reactions to simulation
Usefulness of simulation demonstrations
Feelings of preparedness to facilitate a simulation
independently
Additional items they believed they would have helped them
11. Survey Results
Response rate:n=25 (46% response rate)
84% had 16 years or more as a nurse however 72% had 5 years or less
of teaching experience
Less than half came to the training sessions with a positive
attitude towards simulation and the majority felt stressed about
the training session (56%)
12. Survey Results - continued
80% found that the demonstrations increased their comfort level in
using HFS
Overall, 71% felt that that the workshop adequately prepared them
to leada simulation
13. Implications of survey results
Found that while we were helping the clinical faculty, there was
much more that we needed to do
Created a DVD for the instructors titled How to successfully
facilitate a simulation experience
14. Implications of survey results
Mandatory workshop attendance for all new clinical
instructors
Newsletter put out once or twice a term that includes activities in
the simulation centre and tips for facilitating in this
environment.
15. Ongoing faculty development needs
We need to go beyond the basics that we have been providing
Other research being conducted has shown that there is a disconnect
between what the students believes help with their learning and
what faculty believe.
16. Faculty development
17. Questions???
Thank you for your time