CASN letterhead
Canadian Nurse Educator Interest Group on
Quick Links

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


Bryan Health 




Join Our List
Join Our Mailing List
Upcoming Conferences with a Focus on Simulation

INACSL Conference,  

June 18-21, 2014  

Orlando, FL. 


IMSH, January 25-29, 2014 San Francisco, CA. 


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

Vancouver, BC.  



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.    



Recent Research and Upcoming Publications by our Members
Research Study: 

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



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     



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.


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.



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.



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.



The findings provide an insightful perspective of the possibility of integrating technology with learning in the classroom. A number of positive benefits are described by the students, including a greater connection between theory and practice.
Recommended Readings

Borum, J. (2013). Standards of Best Practice: Simulation. Clinical Simulation in Nursing, 9(6S), S3-S31.  


Standards of Best Pracitce:

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:  


Hot Topics
Hot topics identified by the members of the Interest Group on Simulation include...

- In situ
- Barriers to faculty buy-in 
- Funding 
- Integrating informatics into simulation 
- Evaluation tools
Please note...

This newsletter was created from submissions put forward by the Interest Group and does not necessarily reflect the views of CASN or its member schools. 


If you have any questions about CASN Nurse Educator Interest Groups please contact Leah Jorgensen at  Registration for the Interest Groups will open again in March 2014.