Essay

SIRC: BSN Capstone Project

I am a novice in the world of simulation. I graduated ADN in 1995 and we had no internet.

I am very interested in pursing a career in this field as I graduate with BSN in five weeks. I am trying to create a PICOT statement pertaining to simulation issues, problems, solutions, etc. for my final capstone project.

I was wondering if anyone had some suggestions of issues. When I searched in my university data base I came back with 188 articles .... very overwhelming....some problems were financing, getting administration on board, too large of classes, no debriefing, students becoming confused, and getting faculty on board....scheduling classes, and the list goes on...

But since you guys are the experts, I would like to hear what bothers you...

Thanks.

Hi Jeananne,

As adult learners one issue that pops up in the literature is helping faculty and students whom have little simulation experience accept the use of simulation as a valid training tool. Faculty and students alike need some type of orientation structure to help them understand what the goals and objectives are that will be used to guide the evaluation process, using a performance checkoff list that is built around standards of nursing practice. There is a need to have hands on experience with the tools that will be used i.e. manikins, task trainers, computer software, and case scenarios. I have used many of the ideas and tools off of the NLN SIRC site. I hear the courses offered are helpful too. Hope this helps.

Susan Ramnarine-Singh, MSN, MPA, CNOR, MAJ/ANC (R) Professor of Nursing, Simulation Coordinator Central Texas College of Nursing susan.ramnarine-singh@ctcd.edu Jeananne, yes there are a lot of components to simulation. In my experience, because each program incorporates simulation differently, each program will have different challenges. Whatever idea sounds interesting to you is the one to chose. Many of the BSN and MSN students we work with in our ADN program chose an issue that we, as faculty, would like solutions to and then present their findings to us. You might want to connect with a local simulation program. By consulting with faculty it will help you to narrow the problem. The two I would have liked to have more information on when I was setting up programs were 1) orienting students to the simulation process and manikins and 2)

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incorporating simulation into the schedule (using clinical time vs class time vs lab time). There is more information on both of these topics now so it should help with your research. Good luck! And please share your findings with us. Vickie Vaenziano Simuation Lab Coordinator Cuesta College San Luis Obispo, California Skip Share This Page Email this page. Share page to Facebook. Share page to LinkedIn. Share page to Twitter. Share page to Google Plus.

Debriefing for Meaningful Learning

Debriefing has been identified as an essential component for the development of clinical reasoning skills and to augment meaningful learning in students. The evidence supporting it as a powerful method for teaching and learning continues to grow. However, good debriefing doesn't just happen. We need nurse faculty who are prepared to apply evidence-based debriefing methods that use Socratic reasoning and critical conversations to guide students to reflect in, on, and beyond the clinical experience. Join Dr. Kristina Thomas Dreifuerst for this one-and-a-half-day workshop and learn how to engage students in critical conversations during debriefing and how to use the Debriefing for Meaningful Learning method.

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June 19-20, 2017
  National League for Nursing, Washington, DC

How to use Technology and Active Learning for Successful Nursing Education

Preparing students for practice demands that academic and practice-based educators use transformative strategies to develop clinical reasoning skills. Good teaching leads the learner to know the content; great teaching guides the learner to use the content.
This one-and-a-half day interactive workshop will focus on developing solid active learning strategies in two challenging areas: Technology-enhanced teaching and learning and Moving off the lecture platform.

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July 24-27, 2017   
University of Maryland School of Nursing, Baltimore, MD    

Institute for Simulation Educators (ISE) 

A collaborative partnership between the National League for Nursing's Center for Innovation in Simulation and Technology and the University of Maryland School of Nursing, the Institute for Simulation Educators brings together simulation leaders to share their expertise in the creation and integration of effective simulation programs in nursing education.  Intensive work sessions will include hands-on simulation and debriefing opportunities with peer and expert feedback.  Participants will leave the workshop with essential knowledge to improve facilitation of simulation and debriefing techniques and with key strategies to build a robust simulation program.

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Category: Capstone project

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