2.50
Hdl Handle:
http://hdl.handle.net/10755/157803
Type:
Presentation
Title:
Faculty Mentoring for Simulation: From Resistance to Buy-In
Abstract:
Faculty Mentoring for Simulation: From Resistance to Buy-In
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:McCarthy, Michael D., MS, RN
P.I. Institution Name:Idaho State University, Nursing
Title:Clinical Assistant Professor
Contact Address:921 South Eight Avenue Stop 8101, Pocatello, ID, 83209-8101, USA
Contact Telephone:208-282-2898
Purpose: Knowing that faculty buy-in for simulation activities is obviously a critical aspect for simulation success (1), the SSC carefully considered faculty needs, support, and assistance in every aspect of our Capacity Building for Simulation Sustainability Model. This presentation will discuss peer strategies to support and assist faculty in our design, development, implementation, and evaluation of simulation activities. Background: The SSC believe that faculty involvement is critical to both capacity building and sustainability of our simulation activities. Initial analysis of our nursing and university infrastructure included an informal survey of faculty interests and attitudes. This "Input" assisted in guiding the SSC to suggest supportive resources to faculty. The nursing department funded faculty attendance at national workshops. Collaborative relationships were formed with faculty and members of the SSC. Two undergraduate faculty members served as informal "guides" for other faculty interested in simulation. "Output" has been quantitatively measured using internally developed faculty satisfaction and course coordinator surveys. This information will be reported in an additional part of this symposium. Outcomes: Faculty voluntarily participated in simulation activities. Simulation related literature, guidelines, and methodologies were made available to interested faculty on an SSC web-page. Members of the SSC served as informal mentors to faculty desiring assistance in developing, implementing and evaluating simulation activities. Current faculty outcomes are being evaluated and will feedback into development of our nursing and university infrastructure as well as our teaching strategies. Conclusions and Recommendations: Continued support and evaluation of faculty activities are critical to capacity building for our simulation lab and to potential sustainability. Through constant evaluation of faculty needs, along with faculty and student outcomes, we will further develop and sustain our nursing and university infrastructure. Peer-guided faculty development has proved an effective capacity building strategy.
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.titleFaculty Mentoring for Simulation: From Resistance to Buy-Inen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157803-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Faculty Mentoring for Simulation: From Resistance to Buy-In</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">McCarthy, Michael D., MS, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Idaho State University, Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Clinical Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">921 South Eight Avenue Stop 8101, Pocatello, ID, 83209-8101, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">208-282-2898</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mccamic2@isu.edu</td></tr><tr><td colspan="2" class="item-abstract">Purpose: Knowing that faculty buy-in for simulation activities is obviously a critical aspect for simulation success (1), the SSC carefully considered faculty needs, support, and assistance in every aspect of our Capacity Building for Simulation Sustainability Model. This presentation will discuss peer strategies to support and assist faculty in our design, development, implementation, and evaluation of simulation activities. Background: The SSC believe that faculty involvement is critical to both capacity building and sustainability of our simulation activities. Initial analysis of our nursing and university infrastructure included an informal survey of faculty interests and attitudes. This &quot;Input&quot; assisted in guiding the SSC to suggest supportive resources to faculty. The nursing department funded faculty attendance at national workshops. Collaborative relationships were formed with faculty and members of the SSC. Two undergraduate faculty members served as informal &quot;guides&quot; for other faculty interested in simulation. &quot;Output&quot; has been quantitatively measured using internally developed faculty satisfaction and course coordinator surveys. This information will be reported in an additional part of this symposium. Outcomes: Faculty voluntarily participated in simulation activities. Simulation related literature, guidelines, and methodologies were made available to interested faculty on an SSC web-page. Members of the SSC served as informal mentors to faculty desiring assistance in developing, implementing and evaluating simulation activities. Current faculty outcomes are being evaluated and will feedback into development of our nursing and university infrastructure as well as our teaching strategies. Conclusions and Recommendations: Continued support and evaluation of faculty activities are critical to capacity building for our simulation lab and to potential sustainability. Through constant evaluation of faculty needs, along with faculty and student outcomes, we will further develop and sustain our nursing and university infrastructure. Peer-guided faculty development has proved an effective capacity building strategy.</td></tr></table>en_GB
dc.date.available2011-10-26T20:13:11Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:13:11Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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