The day is going well. I didn’t win any prizes, but I did get quite a nice bunch of swag.
Nursing Skills and Activities: Incorporating Students Attitudes & Perspectives Into Virtual Teaching Plans
Presented by: Danett S. Cantey MSN, RN, CNE, CHSE; Malissa Sampson MSN, RN; Jacqueline Vaughn PhD, RN, CHSE; Nikki Petsas Blodgett, PhD, RN, CHSE
I am recovering from lunch. These presenters talked about their how they approached simulation during the pandemic. They had a variety of activities in the multiple courses they talked about – things like using breakout rooms. The skills they were teaching varied from basic skills like hand hygiene and communication to assessment and medication administration. I thought that getting them to learn to put gloves on and take them off using socks was a neat idea.
They provided examples of how they used some scenarios and commercials to teach therapeutic communication as well as professionalism (like saying no in a good way when a patient asks to be Facebook friends).
- Planning is essential
- Engagement is important and getting them to do things helps
- Scaffolding helps them advance cognitive skills – it is needed
- There are distractions at home so activities are important
- Students did not like learning to do vitals virtually but it can be done effectively
- Planning takes time
- Nurse educators are resilient and creative it transitioning face to face content to virtual learning
I got to chat a little with Nicole and Margaret in the hallway. I took a few key ideas from that chat, including the idea that you need to be really clear what gap your study fills, it is useful to write up innovations or new ideas before studying them, and a usability study is key before measuring any outcomes. You want to make sure you are measuring the concept you are trying to measure – not technical issues.
Nursing Students Perceived Quality of their Experiences in the Clinical Learning Environment During COVID-19: Opportunities for Assessment and Simulation
Presented by: Krista Sferrazza RN, BScN, MSN(c); Suzanne Hetzel Campbell PhD, RN, CCSNE, IBCLC; Maura MacPhee PhD, RN; Farinaz (Naz) Havaei PhD
There are opportunities to move forward from this by thinking about the strengths, weaknesses, opportunities, and threats following the pandemic. Faculty shared insights but I didn’t manage to take good notes.
Using Simulation-based Experiences’ to Lead Conversations About Diversity, Equity & Inclusion
Presented by: Megan Holz MSN, RN, CHSE; Amber May
This was an excellent presentation with some great insights, but I needed to stand through it because I was late. They talked about the need for a genuine commitment to teaching diversity, equity and inclusion. In their simulation preparation they were not explicit about the diversity aspects but it came out in the debrief. This was an interesting approach and I hope to follow up with the presenters. I did got a chance to talk to them briefly and they have a publication that they hope will be accepted soon.
Simulation Facilitator Development Pilot Project
Presented by: Jessica DePaulo MSN, RN, CCRN
There was a significant need for this because of many factors including a nurse residency program, clinical residency program, and interprofessional collaborations. The literature talks about the pedagogy of simulation, adult learning theories and debriefing. Historically manikin manufacturers trained people to use them (rather poorly because it didn’t include a holistic view). Team dynamics are important and people need training to know how to do that. Adult learning theories point towards the need for engagement (not lecture) to foster learning. We all have preconceived knowledge and experience. Benner and the NLN Jefferies framework are also foundational to putting together the program.
Debriefing is repeatedly talked about in the literature as an essential part (if not the most important part) of learning from simulation.
Learner centered education is so important. (Yep, I agree)
Rogers Diffusion of Innovation theory was also used. You always have innovators and people who are not so easily convinced. The presenter says positivity spreads … eventually.
Data were collected using surveys, pre-post knowledge assessments, and the facilitator competency rubric.
Content was developed using INACSL standards. Resource bingers included information about terms, key topics, and how to construct learning outcomes among other resources. No one died in their simulations.
Classes occurred during work hours for the nurses. The intervention including a planning, performing, debriefing, and application stage before the final simulation based education.
In the second iteration of the project they are updating it based on the new standards and using workshops. One lesson is that sometimes simple is easier and better. (That is a great thing to keep in mind)
Learners were able to achieve beginner to advanced beginner levels of competence. Continued evaluation, support, and professional development is needed.