Development for Simulations Use At Clinical Site 1. Strategic Planning for Simulations

Effective use of simulations in nursing education requires thorough planning. Key considerations include:

• Resource Allocation: Identify the necessary resources, including physical space, equipment, and technology.
• Curriculum Integration: Align simulations with the overall curriculum and course objectives.
• Student Preparation: Ensure students are adequately prepared for simulation-based learning.
• Faculty Development: Train faculty to effectively use and facilitate simulations.

Resources for Simulations at Clinical Sites

1. Physical Space and Equipment

Operationalizing simulations requires:

• Adequate Space: Ensure there is sufficient room for teaching, learning, faculty offices, equipment storage, debriefing, and video recording if needed.
• Simulation Equipment: Utilize a variety of equipment and technology, such as manikins, virtual reality, electronic health records, and audiovisual tools.

2. Support Staff

• Technical Support: Employ staff to manage and maintain simulation equipment and technology.
• Simulation Facilities: Well-resourced spaces should replicate real clinical settings, like acute care environments or operating room suites.

Curriculum Considerations for Simulations

1. Needs Assessment and Analysis

• Curriculum Alignment: Conduct a needs assessment to understand how simulations fit into the broader curriculum and intersect with clinical site placements.
• Competency and Standards: Integrate QSEN competencies, national patient safety goals, the NCSBN Licensure Examination blueprint, and Institute of Medicine initiatives into simulation design.

2. Schematic Design

• Course Objectives: Develop a schematic design for each course, ensuring that simulation aligns with theoretical knowledge, clinical practice, and learning goals.

Preparing Students for Simulations

1. Student Orientation

• Equipment Familiarization: Orient students to simulation equipment and their roles as active learners.
• Learning Goals: Clearly outline the learning objectives, required assignments, and the relevance of simulations to clinical practice.
• Assessment Expectations: If simulations are used for evaluation, provide clear rubrics and opportunities for students to practice with the equipment.

2. Benefits of Simulations

• Flexible Learning: Simulations offer flexible, accessible opportunities for skill practice outside traditional class hours.
• Safe Practice Environment: They provide a safe space for repeated practice and exposure to real-life clinical scenarios, enhancing confidence and competence.

Faculty Development for Simulations

1. Evolving Faculty Roles

• Facilitator Role: Shift from a traditional teacher-centered approach to a student-centered, facilitative role during simulations.
• Simulation Management: Faculty must support learners throughout simulations and facilitate debriefing sessions.

2. Training and Support

• Pretraining: Provide pretraining on simulation pedagogy and debriefing techniques to ensure faculty are comfortable and competent.
• Orientation Courses: Develop or participate in orientation courses to learn about simulation design, technology use, and debriefing methods.
• Continuous Support: Offer ongoing support to faculty, including assistance with simulation design and equipment setup.

3. Addressing Challenges

• Novice Faculty Support: Assist new faculty in operationalizing critical thinking objectives through structured guidance and questions (Whei Ming & Juestel, 2010).
• Experience Sharing: Encourage faculty to experience simulations firsthand through orientation courses to better understand the process and their role.