2.50
Hdl Handle:
http://hdl.handle.net/10755/157908
Type:
Presentation
Title:
Integration of Simulation Activities into Graduate Nurse Educator Curriculum
Abstract:
Integration of Simulation Activities into Graduate Nurse Educator Curriculum
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Baxter, Kim, MSN, RN, APN-FNP
P.I. Institution Name:University of Nevada Reno, Division of Health Sciences
Title:Assistant Professor
Contact Address:1664 North Virginia, mailstop 0134, Reno, NV, 89557, USA
Contact Telephone:775-682-7145
Co-Authors:Elizabeth Amos, PhD, RN, CS, Associate Professor
Purpose/aims: This poster will explore the opportunities, experiences and potential of integrating simulation learning activities into a graduate student nurse educator curriculum. Rationale: The successful utilization of high fidelity simulation within undergraduate nursing practice lab students is increasing. In spite of increased advantages of simulations in undergraduate nursing education, development of clinical judgment and end information research, disadvantages have emerged. High expenses, maintenance and repair down time, lack of realism and hesitancy to invest in the simulation strategy have occurred. Integrating simulation into a curriculum is a complicated task and Human Patient Simulator (HPS) by Medical Education Technology Incorporated (METI) were purchased with no plan in place (Ravert and Laney, 2007).Incorporating maximum experience for all  undergraduate and graduate students, could improve cost benefit of such an investment Engaging graduate nursing students in simulations has been limited in the literature. Description of the undertaking: This poster will share a plan to grow the simulation experience among the students in undergraduate and graduate programs. Approach and Method: Simulations Coordinator and Graduate Programs Coordinator will strategize to include graduate students in educator track in the teaching plan, design and teaching of simulations as multiple assignments to develop alternate to classroom teaching practicum over three courses in the curriculum. The graduate educator student will observe simulation as taught in the undergraduate courses, design traditional teaching plan and adapt plan to simulation techniques, teach to peers followed by a teaching plan to undergraduate and evaluate and re teach. based on student evaluation. Involving graduate students, in educator focus simulation development assignment, allow for creativity, diversity and innovative experience. Implications/Significance of study project theory for the discipline and nursing practice. This poster presentation provides ideas for nurse educators to connect with all levels of students through simulation practice and debriefing of student needs in simulation exercise. Assignments allow the graduate student an opportunity to assist in scenario development, fulfillment of practice in varied situations and application of technology to case studies method. Implication for practice scenarios can generate evidence based practice guides and develop real time understanding of core practice concepts as applied in nursing science. Purpose/aims: This poster will explore the opportunities, experiences and potential of integrating simulation learning activities into a graduate student nurse educator curriculum.
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.titleIntegration of Simulation Activities into Graduate Nurse Educator Curriculumen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157908-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Integration of Simulation Activities into Graduate Nurse Educator Curriculum</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">Baxter, Kim, MSN, RN, APN-FNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Nevada Reno, Division of Health Sciences</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">1664 North Virginia, mailstop 0134, Reno, NV, 89557, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">775-682-7145</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kimbaxter@unr.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Elizabeth Amos, PhD, RN, CS, Associate Professor</td></tr><tr><td colspan="2" class="item-abstract">Purpose/aims: This poster will explore the opportunities, experiences and potential of integrating simulation learning activities into a graduate student nurse educator curriculum. Rationale: The successful utilization of high fidelity simulation within undergraduate nursing practice lab students is increasing. In spite of increased advantages of simulations in undergraduate nursing education, development of clinical judgment and end information research, disadvantages have emerged. High expenses, maintenance and repair down time, lack of realism and hesitancy to invest in the simulation strategy have occurred. Integrating simulation into a curriculum is a complicated task and Human Patient Simulator (HPS) by Medical Education Technology Incorporated (METI) were purchased with no plan in place (Ravert and Laney, 2007).Incorporating maximum experience for all&nbsp; undergraduate and graduate students, could improve cost benefit of such an investment Engaging graduate nursing students in simulations has been limited in the literature. Description of the undertaking: This poster will share a plan to grow the simulation experience among the students in undergraduate and graduate programs. Approach and Method: Simulations Coordinator and Graduate Programs Coordinator will strategize to include graduate students in educator track in the teaching plan, design and teaching of simulations as multiple assignments to develop alternate to classroom teaching practicum over three courses in the curriculum. The graduate educator student will observe simulation as taught in the undergraduate courses, design traditional teaching plan and adapt plan to simulation techniques, teach to peers followed by a teaching plan to undergraduate and evaluate and re teach. based on student evaluation. Involving graduate students, in educator focus simulation development assignment, allow for creativity, diversity and innovative experience. Implications/Significance of study project theory for the discipline and nursing practice. This poster presentation provides ideas for nurse educators to connect with all levels of students through simulation practice and debriefing of student needs in simulation exercise. Assignments allow the graduate student an opportunity to assist in scenario development, fulfillment of practice in varied situations and application of technology to case studies method. Implication for practice scenarios can generate evidence based practice guides and develop real time understanding of core practice concepts as applied in nursing science. Purpose/aims: This poster will explore the opportunities, experiences and potential of integrating simulation learning activities into a graduate student nurse educator curriculum.</td></tr></table>en_GB
dc.date.available2011-10-26T20:19:15Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:19:15Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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