https://www.nursingsimulation.org/article/S1876-1399(13)00071-6/pdf

Standards of Best Practice: Simulation Standard I: Terminology

A systematic review of the effectiveness of simulation-based education on satisfaction and learning outcomes in nurse practitioner programs.

Standards reflect best practices in health care disciplines and health science education. StandardsePolicies that provide the foundation of decisions and actions defined by shared values, beliefs, and principles. INACSL standards for simulation include Rationale, Outcome, Criteria and Guidelines. RationaleeJustification for the development of a standard. OutcomeeIntended result(s) of adhering to the standard. CriteriaeFactors such as attributes, characteristics, and/or parameters necessary to meet the outcome(s) of the standard. GuidelineseProcedures or principles that are not mandatory but are used to assist in meeting standards. Guidelines are not necessarily comprehensive; they provide a framework for developing policies and procedures.

https://www.nursingsimulation.org/article/S1876-1399(13)00112-6/pdf

Standards of Best Practice: Simulation

https://www.nursingsimulation.org/article/S1876-1399(13)00081-9/pdf

Standards of Best Practice: Simulation Standard V: Facilitator

https://www.nursingsimulation.org/article/S1876-1399(14)00010-3/pdf

Learning Through Debriefing: Students' Perspectives

https://www.nursingsimulation.org/article/S1876-1399(12)00330-1/pdf

An Updated Review of Published Simulation Evaluation Instruments

https://www.nursingsimulation.org/article/S1876-1399(12)00011-4/pdf

Results of the National Council of State Boards of Nursing National Simulation Survey: Part II

https://www.nursingsimulation.org/article/S1876-1399(10)00036-8/pdf

Interdepartmental Simulation Collaboration in Academia: Exploring Partnerships With Other Disciplines

A brief intervention to counter workplace incivility: Capturing biomarker data, psychological stress and effects on safe patient care

BACKGROUND: Teaching and learning using simulation-based methods is increasing in health professions education; however, the prevalence of simulation use in respiratory care programs to date has not been explored. METHODS: All 412 Commission on Accreditation for Respiratory Care (CoARC)-accredited entry-into-practice respiratory care programs were e-mailed a survey inquiring about simulation use as an educational tool in their programs. RESULTS: Of the initial 412 programs contacted, 124 returned the survey, for a 30% response rate. More than three-quarters of programs reported using simulation including 87% of associate degree programs, 75% of bachelor’s degree programs, and 100% of master’s degree programs. Simulation modalities differed by course and program as did length of simulation activities and debriefings. Simulation hours may not be substituted for learner’s clinical time under CoARC guidelines, and 69% of respondents agreed with this stance; however, 66% of responding programs have mandatory simulation learning activities, and 68% believe the amount of simulation should be increased. The survey also revealed respiratory care faculty have limited training in the use of simulation. CONCLUSIONS: Simulation-based teaching and learning is widespread and varied, but there is a lack of faculty development in its use among respiratory care programs.

/pdf/simulation-use-in-entry-into-practice-respiratory-care-w9fg3gkv.pdf

Janet Willhaus

Papers

An Updated Review of Published Simulation Evaluation Instruments

Results of the National Council of State Boards of Nursing National Simulation Survey: Part II

Interdepartmental Simulation Collaboration in Academia: Exploring Partnerships With Other Disciplines

A brief intervention to counter workplace incivility: Capturing biomarker data, psychological stress and effects on safe patient care

Simulation Use in Entry-Into-Practice Respiratory Care Programs