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Chen TH, Bentley SK, Nadir N, Beattie LK, Lei C, Hock SM, Munzer BW, Moadel T, Paetow G, Young A, Stapleton SN. Workshop in Simulation Debriefing for Educators in Medicine: Creation, implementation, and evaluation of a debriefing curriculum for novice simulation educators. AEM EDUCATION AND TRAINING 2023; 7:S58-S67. [PMID: 37383836 PMCID: PMC10294213 DOI: 10.1002/aet2.10869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 01/17/2023] [Indexed: 06/30/2023]
Abstract
Objectives Debriefing is an integral component of simulation education, and effective debriefing education is required to maintain effective simulation programs. However, many educators report financial and logistical barriers to accessing formal debriefing training. Due to limited educator development opportunities, simulation program leaders are often compelled to utilize educators with insufficient debriefing training, which can limit the impact of simulation-based education. To address these concerns, the SAEM Simulation Academy Debriefing Workgroup authored the Workshop in Simulation Debriefing for Educators in Medicine (WiSDEM), a freely available, concise, and ready-to-deploy debriefing curriculum with a target audience of novice educators without formal debriefing training. In this study, we describe the development, initial implementation, and evaluation of the WiSDEM curriculum. Methods The Debriefing Workgroup iteratively developed the WiSDEM curriculum by expert consensus. The targeted level of content expertise was introductory. The curriculum's educational impact was assessed by surveying participants on their impressions of the curriculum and their confidence and self-efficacy in mastery of the material. Additionally, facilitators of the WiSDEM curriculum were surveyed on its content, usefulness, and future applicability. Results The WiSDEM curriculum was deployed during the SAEM 2022 Annual Meeting as a didactic presentation. Thirty-nine of 44 participants completed the participant survey, and four of four facilitators completed the facilitator survey. Participant and facilitator feedback on the curriculum content was positive. Additionally, participants agreed that the WiSDEM curriculum improved their confidence and self-efficacy in future debriefing. All surveyed facilitators agreed that they would recommend the curriculum to others. Conclusions The WiSDEM curriculum was effective at introducing basic debriefing principles to novice educators without formal debriefing training. Facilitators felt that the educational materials would be useful for providing debriefing training at other institutions. Consensus-driven, ready-to-deploy debriefing training materials such as the WiSDEM curriculum can address common barriers to developing basic debriefing proficiency in educators.
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Affiliation(s)
| | | | - Nur‐Ain Nadir
- Kaiser Permanente Central ValleyModestoCaliforniaUSA
| | - Lars K. Beattie
- University of Florida College of MedicineGainesvilleFloridaUSA
| | - Charles Lei
- Vanderbilt University Medical CenterNashvilleTennesseeUSA
| | - Sara M. Hock
- Rush University Medical CenterChicagoIllinoisUSA
| | | | - Tiffany Moadel
- Donald and Barbara Zucker School of Medicine at Hofstra/NorthwellManhassetNew YorkUSA
| | - Glenn Paetow
- Hennepin County Medical CenterMinneapolisMinnesotaUSA
| | - Amanda Young
- University of Arkansas for Medical SciencesLittle RockArkansasUSA
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O'Rourke J, Brown M, Elias ME, Podolej GS, Cardell A, Golden A, Gurevich-Gal R, Roszczynialski KN, Tayeb B, Wong N. A Scoping Literature Review of Simulation Training Program Curriculum Standards. Simul Healthc 2022; 17:264-269. [PMID: 34468420 DOI: 10.1097/sih.0000000000000606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
SUMMARY STATEMENT Simulation educator training is well supported in the literature and endorsed by the Society of Simulation in Healthcare as well as the International Nursing Association for Clinical Simulation and Learning. Despite growth of domestic and international training programs, there is a lack of consensus regarding curriculum standards. Our aim was to identify core curricular components of comprehensive simulation training programs. A scoping literature review of all relevant publications from 2000 to 2020 was conducted using a 6-step design. A team of 10 multidisciplinary, international simulation educators independently reviewed all citations with discrepancies resolved by third-person review. Of the initial 320 identified unique publications, a total of 15 articles were included, all published within the last 6 years. Four themes were identified: domains (n = 6), competencies (n = 3), objectives (n = 8), and other characteristics (n = 3). The findings support a greater understanding of the core curricular content across simulation training programs to support standardization.
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Affiliation(s)
- Jenny O'Rourke
- From the Marcella Niehoff School of Nursing (J.O.), Loyola University Chicago, Chicago, IL; University of Alabama at Birmingham (M.B.), Birmingham, AL; VA Pittsburgh Healthcare System (M.E.E.), Pittsburgh, PA; University of Illinois College of Medicine at Peoria (G.S.P.), Peoria, IL; Maimonides Medical Center (A.C.), Brooklyn, NY; FIU Herbert Wertheim College of Medicine (A.G.), Miami, FL; Emergency Department (R.G.-G.), Soroka University Medical Centre, Beersheva, Israel; Department of Emergency Medicine (K.N.R.), Stanford University School of Medicine, Stanford, CA; Providence VA Medical Center (B.T.), Providence, RI; Anesthesiology and Critical Care Department (B.T.), King Abdulaziz University, Jeddah, Saudi Arabia; Stanford University (N.W.), Stanford, CA; and Veterans Health Administration (VHA) Simulation Learning, Education and Research Network (SimLEARN) (N.W.), Washington, DC
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Roh YS, Issenberg SB. Effects of a tiered competence-based simulation educator development program. Nurse Educ Pract 2022; 59:103300. [DOI: 10.1016/j.nepr.2022.103300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 11/30/2021] [Accepted: 01/12/2022] [Indexed: 11/25/2022]
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Hernandez-Acevedo B. Nursing faculty integrate simulation instruction into their teaching practice: A phenomenological study. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.03.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Tinôco JDDS, Enders BC, Sonenberg A, Lira ALBDC. Virtual clinical simulation in nursing education: a concept analysis. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0001. [PMID: 34139113 DOI: 10.1515/ijnes-2020-0001] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 03/23/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To analyze the concept of virtual clinical simulation in nursing education. METHODS The Walker and Avant concept analysis model guided the study process and the data collection followed the integrative literature review method. Databases searched were: CINAHL, PubMed, Education Resources Information Center, and Scopus. Search terms and Boolean operators were: e-simulation OR virtual clinical simulation OR computer-simulation OR computer simulation OR virtual gaming OR virtual reality AND nursing education OR nursing. The sample comprised 45 studies. RESULTS Virtual clinical simulation in nursing education was defined as the innovative teaching and learning technological strategy that provides immersive self-regulated training of nursing practice, reproducing real-life experiences and feedback in a virtual environment that is safe, interactive, dynamic and enjoyable. CONCLUSIONS Clarification of this concept contributes to the development of a standardized terminology to include in the nursing nomenclature system and its dissemination for the construction of nursing science.
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Affiliation(s)
| | - Bertha Cruz Enders
- Nursing Department, Federal University of Rio Grande do Norte, Natal, Rio Grande do Norte, Brazil
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McNutt R, Tews M, Kleinheksel AJ. Student Performance During a Simulated Patient Encounter Has No Impact on Debriefer Adherence to PEARLS Debriefing Model. MEDICAL SCIENCE EDUCATOR 2021; 31:1141-1148. [PMID: 34457957 PMCID: PMC8368893 DOI: 10.1007/s40670-021-01290-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/02/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE Debriefing is necessary for effective simulation education. The PEARLS (Promoting Excellence and Reflective Learning in Simulations) is a scripted debriefing model that incorporates debriefing best practices. It was hypothesized that student simulation performance might impact facilitator adherence to the PEARLS debriefing model. There are no published findings on the effect of student performance on debriefer behavior. METHODS Third-year medical students participated in a video-recorded, formative simulation to treat a high-fidelity mannequin for an asthma exacerbation. A faculty debriefer trained in the PEARLS model evaluated student performance with a standardized rubric and conducted a recorded debriefing. Debriefing recordings were analyzed for debriefer adherence to the PEARLS model. Debriefers were assigned a debriefing score (DS) from 0 to 13; 13 was perfect adherence to the model. Definitive intervention (DI) for asthma exacerbation was defined as bronchodilator therapy. Critical actions were as follows: a focused history, heart/lung exam, giving oxygen, and giving a bronchodilator. RESULTS Mean DS for the debriefers of students who provided DI was 8.57; 9.14 for those students who did not (P = 0.25). Mean DS for debriefers of students who completed all critical actions was 8.68; 8.52 for those students who did not (P = 0.62). Analysis of elapsed time to DI showed no relationship between the time DI was provided and DS. CONCLUSIONS Student performance had no impact on debriefer performance, suggesting the PEARLS model is an effective aid for debriefers, regardless of learner performance. These findings suggest student performance may not bias facilitators' ability to conduct quality debriefings.
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Affiliation(s)
- Richard McNutt
- Department of Emergency Medicine, Medical College of Georgia at Augusta University, 1120 15th Street, AF 1018, 30912 Augusta, Georgia
| | - Matthew Tews
- Department of Emergency Medicine, Medical College of Georgia at Augusta University, 1120 15th Street, AF 1018, 30912 Augusta, Georgia
| | - A. J. Kleinheksel
- Department of Medicine, Medical College of Georgia at Augusta University, Augusta, Georgia
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Watts PI, Hallmark BF, Beroz S. Professional Development for Simulation Education. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:201-221. [PMID: 33431643 DOI: 10.1891/0739-6686.39.201] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Professional development in simulation methodologies is essential for implementation of quality, consistent, simulation-based experiences. Evidence demonstrates that participation in comprehensive training positively impacts learner outcomes. There are many benefits to professional development, however, challenges exist requiring thoughtful planning, administrative buy-in, and fiscal support. While there are no established guidelines, the literature provides an ongoing consensus related to overall concepts and strategies for training in simulation. We describe a continuum of growth for simulationists, ranging from novice/advanced beginner, competent/proficient, to expert. As a novice, one must conduct a self-assessment of current strengths and create a development plan to advance simulation skills and knowledge. A simulationist should use evidenced-base guidelines, mentorship, and feedback to inform simulation practices. They should be knowledgeable of the standards of best practice, modalities, simulation design, learning theories, and professional integrity. Simulationists must seek ongoing advancement through certification, scholarship, and lifelong learning. This chapter describes the continuum of education and methodologies for the development of simulationists.
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Waxman KT, Nichols AA, Shum C, Forsey L. Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2018-0067. [PMID: 31863693 DOI: 10.1515/ijnes-2018-0067] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 08/15/2019] [Indexed: 11/15/2022]
Abstract
Even with insufficient evidence in the literature regarding the impact of faculty development with simulation education, faculty development is critical to building a successful simulation program. Despite simulation being ubiquitous in nursing education across the United States (US), there is little investigation of the impact of the education and training on job satisfaction, skill development and overall confidence when using simulation to teach nursing students. The purpose of this qualitative study was to investigate how has simulation education and training has influenced faculty career fulfillment, acquisition of knowledge, overall self-confidence and competence? Themes that emerged included the following: competency, professional role change, role acquisition, course learner needs, course impact, skill development, and overall ability and confidence. The study results confirmed that a gap exists where faculty without formal education may not be aware of their lack of competence and what training they need to be effective in facilitating clinical simulation.
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Affiliation(s)
- K T Waxman
- Nursing, University of San Francisco - School of Nursing and Health Professions, San Francisco, CA, USA
| | - Amy A Nichols
- Nursing, University of California Davis Betty Irene Moore School of Nursing, 2570 48th Street suite 3700, Sacramento, Sacramento, CA95817-2200, USA
| | - Cynthia Shum
- Nursing, University of San Francisco - School of Nursing and Health Professions, San Francisco, CA, USA
| | - Lynn Forsey
- Director, Hospital Quality Institute Sacramento Ca, Sacramento, CA, USA
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Roh YS, Kim M, Issenberg SB. Perceived Competence and Training Priorities of Korean Nursing Simulation Instructors. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2018.08.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Lee JY, Lee SH, Kim JH. A review of the curriculum development process of simulation-based educational intervention studies in Korea. NURSE EDUCATION TODAY 2018; 64:42-48. [PMID: 29459191 DOI: 10.1016/j.nedt.2018.01.029] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2017] [Accepted: 01/28/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Despite the increase in simulators at nursing schools and the high expectations regarding simulation for nursing education, the unique features of integrating simulation-based education into the curriculum are unclear. OBJECTIVE The purpose of this study was to assess the curriculum development process of simulation-based educational interventions in nursing in Korea. DESIGN Integrative review of literature used. DATA SOURCES Korean Studies Information Services System (KISS), Korean Medical Database (KMbase), KoreaMed, Research Information Sharing Service (RISS), and National Digital Library (NDL). METHODS Comprehensive databases were searched for records without a time limit (until December 2016), using terms such as "nursing," "simulation," and "education." A total of 1006 studies were screened. According to the model for simulation-based curriculum development (Khamis et al., 2016), the quality of reporting on the curriculum development was reviewed. RESULTS A total of 125 papers were included in this review. In three studies, simulation scenarios were made from easy to difficulty levels, and none of the studies presented the level of learners' proficiency. Only 17.6% of the studies reported faculty development or preparation. The inter-rater reliability was presented in performance test by 24 studies and two studies evaluated the long-term effects of simulation education although there was no statistically significant change in terms of publication years. CONCLUSION These findings suggest that educators and researchers should pay more attention to the educational strategies to integrate simulation into nursing education. It could contribute to guiding educators and researchers to develop a simulation-based curriculum and improve the quality of nursing education research.
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Affiliation(s)
- Ju-Young Lee
- College of Nursing, The Catholic University of Korea, 222 Banpo-daero Seocho-gu, Seoul 06591, South Korea.
| | - Soon Hee Lee
- Department of Nursing, Korea National University of Transportation, 61 Daehak-ro, Jeungpyeong-gun, Chungbuk 368-701, South Korea.
| | - Jung-Hee Kim
- College of Nursing, The Catholic University of Korea, 222 Banpo-daero Seocho-gu, Seoul 06591, South Korea.
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Scaffolding and Sequencing Core Concepts to Develop a Simulation-Integrated Nursing Curriculum. Nurse Educ 2017; 42:204-207. [PMID: 28045740 DOI: 10.1097/nne.0000000000000358] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Integrating simulation in multiple levels of nursing programs remains a challenge for educators. Nurse educators from various degree-granting programs were surveyed to identify placement of multiple nursing concepts. The results of the survey identified concepts that could be incorporated, that is, scaffolded, into various levels of education via concept-based simulations. Categorizing concepts into multiple learner levels provides an efficient, systematic approach to incorporating concepts into simulation throughout any nursing curriculum.
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Jung J, Shilkofski N. Pediatric Resuscitation Education in Low-Middle-Income Countries: Effective Strategies for Successful Program Development. J Pediatr Intensive Care 2016; 6:12-18. [PMID: 31073421 DOI: 10.1055/s-0036-1584673] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2015] [Accepted: 02/15/2016] [Indexed: 01/09/2023] Open
Abstract
Despite established international guidelines, there is considerable variability in the quality of resuscitative care received by critically ill children in low-middle-income countries. While this problem is certainly multifactorial, education of health care workers is an important determinant of care quality. This article will discuss approaches to health care worker education in pediatric resuscitation in low-middle-income countries, with emphasis on aspects of educational programs that may contribute to positive educational and clinical outcomes.
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Affiliation(s)
- Julianna Jung
- Department of Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, United States
| | - Nicole Shilkofski
- Department of Anesthesiology/Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, United States.,Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, United States
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Roh YS, Kim MK, Tangkawanich T. Survey of outcomes in a faculty development program on simulation pedagogy. Nurs Health Sci 2015; 18:210-5. [PMID: 26567469 DOI: 10.1111/nhs.12254] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2015] [Revised: 09/08/2015] [Accepted: 09/19/2015] [Indexed: 12/28/2022]
Abstract
Although many nursing programs use simulation as a teaching-learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre-course and post-course design. Sixteen Thai participants completed a two-day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self-perceived learning about simulation teaching showed significant post-course improvement. On a five-point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post-course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation-based learning domain.
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Affiliation(s)
- Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University (CAU), Seoul, Republic of Korea
| | - Mi Kang Kim
- Educational Service Specialist, Laerdal Medical Korea Ltd., Seoul, Republic of Korea
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