2.50
Hdl Handle:
http://hdl.handle.net/10755/157561
Type:
Presentation
Title:
Measuring Capacity Building for Sustainability: Making the Abstract Concrete
Abstract:
Measuring Capacity Building for Sustainability: Making the Abstract Concrete
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Molinari, Deana L., PhD, RN, CNE
P.I. Institution Name:Idaho State University, School of Nursing
Title:Associate Professor
Contact Address:921 South Eighth, Stop 8101, Pocatello, ID, 83209, USA
Contact Telephone:208-604-3152
Purpose: This presentation will focus upon the systematized measurement process and baseline data obtained as both "Input" and "Output" for implementation of Capacity Building for Simulation Sustainability. Background: Capacity building is an organizational change process involving assessment, goal setting, process implementation, and evaluation. The main goal of using simulation pedagogy is to improve patient and student outcomes. The SSC broadly defined pedagogy as learning strategies that promote reality and include case studies, role playing, standardized patients, dramas, trainers, and mannequins. Development of our Capacity Building for Simulation Sustainability model included cultural change, preparation, and grant proposal writing. The SSC spent a year developing standards, processes, and assessment measures. The school's systemized approach to goal setting, monitoring, and program development was initiated. Yearly reports regarding the activities of the SSC are required by administration. Process: The SSC sought out and developed tools, methods, and systems for continual measurement of concepts that are part of our conceptual framework. Measurement options were designed and assigned to various elements of the model. National standards (1) were employed as a developmental foundation. Specific areas analyzed included faculty outcomes, simulation frequency, and pedagogy satisfaction. The "Faculty Satisfaction Survey" and the "Course Coordinators Survey" have been used to evaluate "Throughput." "Output" has thus far been analyzed in relation to student outcomes. These outcomes are measured using rubrics, worksheets, peer feedback, and observation. The SSC has asked that pre/post knowledge surveys be developed by participating faculty for use in all high fidelity simulation activities. Outcomes: Results of surveys, rubrics, worksheets, peer feedback, and observation are analyzed by faculty and, with faculty agreement, by the SSC. This information then serves as feedback to assist in altering pedagogy and identifying needed resources. Conclusion and Recommendations: The school recognizes the importance of simulation to increasing deep thinking and improved patient outcomes. Increasing organizational capacity requires systemized assessment and measurement. We believe that our conceptual framework, including systemized measurement systems, will enable capacity building for simulation and contribute to sustainability. We are working to develop more evaluative tools that will assist faculty and student outcomes.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMeasuring Capacity Building for Sustainability: Making the Abstract Concreteen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157561-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Measuring Capacity Building for Sustainability: Making the Abstract Concrete</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</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">Molinari, Deana L., PhD, RN, CNE</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Idaho State University, School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">921 South Eighth, Stop 8101, Pocatello, ID, 83209, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">208-604-3152</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">molidean@isu.edu</td></tr><tr><td colspan="2" class="item-abstract">Purpose: This presentation will focus upon the systematized measurement process and baseline data obtained as both &quot;Input&quot; and &quot;Output&quot; for implementation of Capacity Building for Simulation Sustainability. Background: Capacity building is an organizational change process involving assessment, goal setting, process implementation, and evaluation. The main goal of using simulation pedagogy is to improve patient and student outcomes. The SSC broadly defined pedagogy as learning strategies that promote reality and include case studies, role playing, standardized patients, dramas, trainers, and mannequins. Development of our Capacity Building for Simulation Sustainability model included cultural change, preparation, and grant proposal writing. The SSC spent a year developing standards, processes, and assessment measures. The school's systemized approach to goal setting, monitoring, and program development was initiated. Yearly reports regarding the activities of the SSC are required by administration. Process: The SSC sought out and developed tools, methods, and systems for continual measurement of concepts that are part of our conceptual framework. Measurement options were designed and assigned to various elements of the model. National standards (1) were employed as a developmental foundation. Specific areas analyzed included faculty outcomes, simulation frequency, and pedagogy satisfaction. The &quot;Faculty Satisfaction Survey&quot; and the &quot;Course Coordinators Survey&quot; have been used to evaluate &quot;Throughput.&quot; &quot;Output&quot; has thus far been analyzed in relation to student outcomes. These outcomes are measured using rubrics, worksheets, peer feedback, and observation. The SSC has asked that pre/post knowledge surveys be developed by participating faculty for use in all high fidelity simulation activities. Outcomes: Results of surveys, rubrics, worksheets, peer feedback, and observation are analyzed by faculty and, with faculty agreement, by the SSC. This information then serves as feedback to assist in altering pedagogy and identifying needed resources. Conclusion and Recommendations: The school recognizes the importance of simulation to increasing deep thinking and improved patient outcomes. Increasing organizational capacity requires systemized assessment and measurement. We believe that our conceptual framework, including systemized measurement systems, will enable capacity building for simulation and contribute to sustainability. We are working to develop more evaluative tools that will assist faculty and student outcomes.</td></tr></table>en_GB
dc.date.available2011-10-26T19:59:12Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:59:12Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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