2.50
Hdl Handle:
http://hdl.handle.net/10755/153874
Type:
Presentation
Title:
Overcoming the Barriers to Faculty Use of Simulation as a Teaching Strategy
Abstract:
Overcoming the Barriers to Faculty Use of Simulation as a Teaching Strategy
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Mauro, Ann Marie P., PhD, RN, CNL
P.I. Institution Name:Seton Hall University, College of Nursing
Title:Assistant Professor
Co-Authors:Cynthia Petermann, MSN, APN-C, SANE
[Research Presentation] Purpose: The objective was to provide nursing faculty with equipment, training and support in order to integrate human patient simulation as a teaching strategy across undergraduate and graduate curricula. The model of diffusion of innovations guided the process of communicating new information and motivating faculty to adopt simulation into their courses. The model describes five steps: gaining knowledge, becoming persuaded, deciding to adopt, implementing, and confirming the decision to adopt the new idea. Methods: Phase one included acquisition of administrative support and resources for staff development, personnel, lab renovation, travel, equipment, and supplies. During phase two, full-time nursing faculty (N = 44) were invited to participate in individual training and small group workshops involving hands on practice. Guidelines for integrating simulation into existing courses, suggested assignments, part-time staff support, and laboratory policies were made available. Results: Over 18 months, most faculty members (64%) received simulation training and achieved basic to advanced proficiencies. While the majority (86%) acquired basic skills, several faculty developed intermediate to advanced proficiencies and routinely utilized simulation (14%). Clinical faculty integrated simulation into undergraduate health assessment, fundamentals, acute medical-surgical, community, and obstetrical nursing courses. Psychiatric simulations were demonstrated at open houses for recruitment. There was significant resistance to using simulation in graduate courses. Lack of time, discomfort with the technology, scheduling issues, turnover, and insufficient funds for full-time support staff were the greatest obstacles. Despite these challenges, faculty and students viewed their experiences as realistic and positive. Conclusion: Along with the required knowledge and skills, a high level of enthusiasm is vital when leading a new simulation integration initiative.  Faculty need to be persuaded and motivated to adopt human patient simulation as a teaching strategy. Training programs must be individualized, flexible, user-friendly, and provide opportunities for hands on practice.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleOvercoming the Barriers to Faculty Use of Simulation as a Teaching Strategyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153874-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Overcoming the Barriers to Faculty Use of Simulation as a Teaching Strategy</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Mauro, Ann Marie P., PhD, RN, CNL</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Seton Hall University, College of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mauroann@shu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Cynthia Petermann, MSN, APN-C, SANE</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] Purpose: The objective was to provide nursing faculty with equipment, training and support in order to integrate human patient simulation as a teaching strategy across undergraduate and graduate curricula.&nbsp;The model of diffusion of innovations guided the process of communicating new information and motivating faculty to adopt simulation into their courses. The model describes five steps: gaining knowledge, becoming persuaded, deciding to adopt, implementing, and confirming the decision to adopt the new idea. Methods: Phase one included acquisition of administrative support and resources for staff development, personnel, lab renovation, travel, equipment, and supplies. During phase two, full-time nursing faculty (N = 44) were invited to participate in individual training and small group workshops involving hands on practice. Guidelines for integrating simulation into existing courses, suggested assignments, part-time staff support, and laboratory policies were made available. Results: Over 18 months, most faculty members (64%) received simulation training and achieved basic to advanced proficiencies. While the majority (86%) acquired basic skills, several faculty developed intermediate to advanced proficiencies and routinely utilized simulation (14%). Clinical faculty integrated simulation into undergraduate health assessment, fundamentals, acute medical-surgical, community, and obstetrical nursing courses. Psychiatric simulations were demonstrated at open houses for recruitment. There was significant resistance to using simulation in graduate courses. Lack of time, discomfort with the technology, scheduling issues, turnover, and insufficient funds for full-time support staff were the greatest obstacles. Despite these challenges, faculty and students viewed their experiences as realistic and positive. Conclusion: Along with the required knowledge and skills, a high level of enthusiasm is vital when leading a new simulation integration initiative.&nbsp; Faculty need to be persuaded and motivated to adopt human patient simulation as a teaching strategy. Training programs must be individualized, flexible, user-friendly, and provide opportunities for hands on practice.</td></tr></table>en_GB
dc.date.available2011-10-26T12:34:43Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:34:43Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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