Moran, V: Simulation: Best Practices in Nursing Education

Chapter 1: Simulation in Nursing Education

Background

1.1 International Nursing Association for Clinical Simulation and Learning (INACSL)

1.2 Society of Simulation in Healthcare (SSH)

1.3 National League for Nurses (NLN) Simulation Innovation Resource Center (SIRC)

1.4 National Council for State Boards of Nursing (NCSBN) National Nursing Simulation Study

1.5 Evidence in Nursing Simulation

Defining Excellence in simulation



Chapter 2: Standards in Simulation

Introduction

2.1 Curriculum

2.2 Clinical

2.3 National Council of State Boards of Nursing (NCSBN)

2.4 Approval Standards from State Boards of Nursing (SBNs)

2.5 The Essentials of Baccalaureate Education for Professional Nursing Practice

2.6 Accreditation Standards

2.7 Simulation Accreditation

2.8 Faculty Certification

2.9 Faculty Development

2.10 Resource Websites

Excellence in Simulation Standards



Chapter 3: Simulation Environments Introduction



3.1 Types of Simulation Modalities

3.2 Fidelity - Low, Medium, and High

3.3 Maintaining the Simulation Environment

3.4 Standardized Patients

3.5 Self-Efficacy, Confidence, and Competence

Excellence in Simulation Environments



Chapter 4: Developing Simulations

Introduction

4.1 Steps in the Development of Simulations

4.2 Simulation Design

4.3 Clinical Scenario: Script Writing (Storyboard)

4.4 Debriefing

4.5 Evaluation4.6 Peer Review and Dry Run



Excellence in the Development of Nursing Education Simulations

Chapter 5: Implementing Simulations

Introduction

5.1 Setting the stage

5.2 Facilitating the Simulation

5.3 Student Preparation

5.4 Planning for the Unplanned

5.5 Debriefing

5.6 Evaluation

Excellence in Implementation of Simulation

Chapter 6: Putting It All Together

Introduction

6.1 Health Assessment Simulation

6.2 Medical-Surgical Adult Simulation - Hypertension Crisis

6.3 Advanced Medical Surgical Simulation

6.4 Public Health Simulation

Dr. Vicki Moran graduated with degrees from Saint Louis University, BSN in 1994, MSN/MPH in 1997 and PhD in Higher Education Leadership in 2015. She has taught for over 15 years as didactic and clinical faculty in a variety of levels in pre-licensure nursing programs. She is clinically competent in a variety of critical care settings including trauma. Her meshing of clinical and education has developed a research focus on NCLEX-RN success of the pre-licensure student. Her simulation background and experience has contributed to nursing education. She has consulted with a variety of nursing schools to infuse simulation across nursing curriculum. Dr. Rita Wunderlich began her career as a nurse in the intensive care, followed by becoming a nurse educator. She continued her educational trajectory by completing her PhD in Nursing in 2000. Shortly thereafter, she expanded her academic career into an administrative role. She is currently an associate professor of nursing at Maryville University in St. Louis, teaching at all levels of nursing education including pre-licensure BSN, MSN, and DNP programs. Her simulation background and experience has contributed to nursing education. She has used simulation extensively across the nursing curriculum for the past 15 years using the most current and evidence-based practice. In addition to being a nurse and an educator, Dr. Wunderlich has held multiple grants, provided extensive input to a number of academic committees, and is an established contributor to nursing publications. Cynthia Rubbelke is an Assistant Professor and the e-Technology Coordinator at Saint Louis University School of Nursing. In her current position she manages learning technologies within the School of Nursing. She has been involved in nursing simulation for the past 10 years. During that period, she has consulted on 3 separate expansions of the School of Nursing Clinical Simulation Lab, including simulated hospital and home environments. She manages all the