For those interested in certificates and/or simulation in education, there are the following opportunities:

Bryan Health 

SSIH 

INACSL Conference,  

June 18-21, 2014  

Orlando, FL.  www.inacsl.org 

IMSH, January 25-29, 2014 San Francisco, CA.  http://ssih.org/imsh2014 

Simulation Summit - Royal College of Physicians and Surgeons of Canada.  November 8-9, 2013,

Vancouver, BC.  

More 

BC Lab Educators Conference.   

June 12-13, 2014,  

Selkirk College,  

Castlegar, BC.

WNRCASN conference, February 19-21, 2014, Winnipeg, MB.    

NETNEP 5th International Nurse Education Conference   

June 22-25, 2014.  Noordwijkerhout, The Netherlands.    

Linking theory and practice: Nursing students' perceptions of using high-fidelity simulation in a theory course  

Investigators:

Pierazzo, J., RN, MScN(ACNP), PhD(c) Allan, M., RN, MBA, McLaren, G., RN, Med., and Baby, D., RN, MScN

Recent Presentations:

The 12th Annual International Nursing Simulation and Learning Resource Centers Conference, Las Vegas, Nevada, June 2013

The 2013 Canadian Association of Schools of Nursing Conference, Vancouver, B.C, June 2013     

Background:

It is imperative that nurse educators utilize effective teaching strategies to facilitate student learning. Most commonly, simulation has been utilized with professional practice courses, clinical learning activities, collaborative team learning experiences and advanced continuing education courses. Current evidence suggests that simulation enhances knowledge, critical thinking, self-efficacy and psychomotor skill development. Unfortunately the value of linking theory and practice in nursing curriculum has not been well-explored. At present, no studies were been found to have examined the perceptions of BScN students in the use of high-fidelity simulation within a theoretical nursing course. In one Canadian University School of Nursing, the methodology of Problem-Based Learning (PBL) is utilized for all theoretical nursing courses. In this context of learning, students work through paper-based scenarios to problem-solve the care required for patients and families of all ages and stages in life. This learning method is known to enhance students' abilities to apply knowledge and critical thinking.

Purpose:

The purpose of this study is to explore students' perceptions of combining the two active teaching and learning strategies of high-fidelity simulation and PBL in a nursing theory course.

Method:

A qualitative case study design was used to explore this research question. Focus groups were completed with small groups of second year students (N=19) in a baccalaureate nursing program.

Results:

The findings in this study were relatively positive, with students welcoming the opportunity to integrate high-fidelity simulation in a theoretical course. Students commented on the importance of making sense of theory and using simulations that replicate the content being discussed in class. The following themes were identified:

1. Bridging theory and practice, 2. Integrating knowledge from other courses,

3. Enhancing confidence for practice, 4. Learning together with peers, 5. Learning in a safe environment.

Implications:

Have you ever wondered how to get faculty to talk the same 'sim' language? Have you ever had to explain how to be a good facilitator? The answers to these questions and many more are found in "The Standards of Best Practice: Simulation". The International Nursing Association for Clinical Simulation in Learning (INACSL) created The Standards of Best Practice: Simulation to shape the future of simulation. Leading experts in simulation collaborated to create seven standards to inform simulation practice. The Standards, supported by guidelines direct both participants and facilitators to achieve the desired learning. Standard I: Terminology defines the language common to teaching and learning using simulation. Having common language will allow for authenticate simulation education, remediation, evaluation and research. As result of global interest, The Standards have now been translated into French and soon, other languages such as Spanish. Using standardized evidenced informed guidelines will foster rigorous evaluation, promote faculty buy-in and may facilitate funding opportunities. Incorporating The Standards of Best Practice: Simulation into the daily operation of your simulation activities will also advance the science the simulation.

Other Recommended Readings:  

Dreifuerst, K. (2012). Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. Journal of Nursing Education 51(6), 326-333.

Dreifuerst, K. (2009). The essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspectives 30(2), 109-114.   

The National League for Nursing's Simulation Innovation Resource Center hosts a variety of information related to simulation in nursing: http://sirc.nln.org/index.php