Integrating Virtual Patient Simulations into the Classroom: The SRM Model

2.50
Hdl Handle:
http://hdl.handle.net/10755/604217
Category:
Full-text
Type:
Presentation
Title:
Integrating Virtual Patient Simulations into the Classroom: The SRM Model
Author(s):
Kleinheksel, A. J.
Author Details:
A. J. Kleinheksel MEd aj@shadowhealth.com
Abstract:
Session presented on Saturday, April 9, 2016: The Strategy-Relationship-Management (SRM) conceptual framework provides a new, targeted, and specific model through which to understand and implement the successful integration of virtual patient simulations in nursing education. This workshop will introduce the SRM model, discuss its application, and allow participants to work within groups to apply the SRM model to different course delivery methods. Workshop Content During the coding of data for the design of the Virtual Patient Adoption and Integration in Nursing (VPAIN) survey instrument, which was developed as part of the presenter’s doctoral dissertation research, a clear conceptual framework for the integration of virtual patient simulations emerged. Three categories of integration decisions were identified: Strategy, Relationship, and Management (SRM). These domains served as the conceptual framework for the construction of the VPAIN integration subscale, and can also serve as a practical device through which virtual patient integration can be viewed, discussed, and guided. The construct of “strategy” contains the subdomains of teaching content, applying knowledge, and assessment. Strategy relates to the objective or purpose identified by faculty for the use of the virtual patient simulation. These strategies include using the virtual patient program to deliver content and introduce concepts (teaching content), to practice new concepts and skills learned (applying knowledge), and as a formative or summative assessment tool (assessment). The construct of “relationship” contains the subdomains of replacing other clinical experiences, preparation for other activities, and connection of concepts. Relationship addresses the decisions by faculty about how the virtual patient program fits within their existing curricular components and activities. Relationships include using the virtual patient to substitute for lab or clinical hours (replacing other clinical experiences), to serve as a common point of reference for class discussions or labs (preparation for other activities), and to demonstrate advanced concepts or content from other courses (connecting concepts). The construct of “management” contains the subdomains of frequency, adapted structure, and grading. Management relates to the functional administration of the virtual patient program. Applications of management include the frequency with which the virtual patient is assigned (frequency), the creation of discussion points, worksheets, and rubrics to teach and assess objectives that are not delivered or assessed directly within the virtual patient program (adapted structure), and the evaluation of the virtual patient assignments with either feedback only, a pass/fail determination, or a letter or numerical score (grading). Participants in this course will discuss how their current integration methods fit within the SRM model, how these subdomains can be combined for the most successful integration strategies for different course delivery methods, and how to apply the model to case studies.
Keywords:
Curriculum integration; Simulation; Virtual Patient
Repository Posting Date:
1-Apr-2016
Date of Publication:
1-Apr-2016
Other Identifiers:
NERC16D06
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleIntegrating Virtual Patient Simulations into the Classroom: The SRM Modelen
dc.contributor.authorKleinheksel, A. J.en
dc.author.detailsA. J. Kleinheksel MEd aj@shadowhealth.comen
dc.identifier.urihttp://hdl.handle.net/10755/604217en
dc.description.abstractSession presented on Saturday, April 9, 2016: The Strategy-Relationship-Management (SRM) conceptual framework provides a new, targeted, and specific model through which to understand and implement the successful integration of virtual patient simulations in nursing education. This workshop will introduce the SRM model, discuss its application, and allow participants to work within groups to apply the SRM model to different course delivery methods. Workshop Content During the coding of data for the design of the Virtual Patient Adoption and Integration in Nursing (VPAIN) survey instrument, which was developed as part of the presenter’s doctoral dissertation research, a clear conceptual framework for the integration of virtual patient simulations emerged. Three categories of integration decisions were identified: Strategy, Relationship, and Management (SRM). These domains served as the conceptual framework for the construction of the VPAIN integration subscale, and can also serve as a practical device through which virtual patient integration can be viewed, discussed, and guided. The construct of “strategy” contains the subdomains of teaching content, applying knowledge, and assessment. Strategy relates to the objective or purpose identified by faculty for the use of the virtual patient simulation. These strategies include using the virtual patient program to deliver content and introduce concepts (teaching content), to practice new concepts and skills learned (applying knowledge), and as a formative or summative assessment tool (assessment). The construct of “relationship” contains the subdomains of replacing other clinical experiences, preparation for other activities, and connection of concepts. Relationship addresses the decisions by faculty about how the virtual patient program fits within their existing curricular components and activities. Relationships include using the virtual patient to substitute for lab or clinical hours (replacing other clinical experiences), to serve as a common point of reference for class discussions or labs (preparation for other activities), and to demonstrate advanced concepts or content from other courses (connecting concepts). The construct of “management” contains the subdomains of frequency, adapted structure, and grading. Management relates to the functional administration of the virtual patient program. Applications of management include the frequency with which the virtual patient is assigned (frequency), the creation of discussion points, worksheets, and rubrics to teach and assess objectives that are not delivered or assessed directly within the virtual patient program (adapted structure), and the evaluation of the virtual patient assignments with either feedback only, a pass/fail determination, or a letter or numerical score (grading). Participants in this course will discuss how their current integration methods fit within the SRM model, how these subdomains can be combined for the most successful integration strategies for different course delivery methods, and how to apply the model to case studies.en
dc.subjectCurriculum integrationen
dc.subjectSimulationen
dc.subjectVirtual Patienten
dc.date.available2016-04-01T11:27:41Zen
dc.date.issued2016-04-01en
dc.date.accessioned2016-04-01T11:27:41Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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