Scholarly Quality Improvement Report

practicum goal was to achieve the objective outcomes positively at end of the course. The effectively organized syllabus of the course, and the expert guidance with enriched subject oriented instructions by the instructor Dr. Sellars effort created the thorough understanding of the nursing educator core competencies to align with the Scope of Practice for Academic Nurse Educators 2012 Revision (National League Nursing, 2012). Although I am in the clinical education practice, still I have the plan to extend as the clinical instructor for the student nurses in near future. I prepared to begin with traditional classroom teaching, thereby I can challenge any group of audiences to face to face in teaching or delivering messages through public speaking.

Sabina Vasquez is a five year old Hispanic female with breathing problems and a history of asthma. The pre-simulation quiz prepared me for the situation by addressing what the nurse should focus on from the health history, early signs of respiratory distress (restlessness and tachypnea), and the best position to place the patient in to promote optimal respiratory function. I had to repeat this simulation one more time after the initial try because I forgot to assess the peak flow after the nebulized albueterol treatment. The post quiz helped me focus on the importance of educating the patient and family. Most of the questions were about self care and ways to realize effective teaching.

Advances in technology have created learning environments that are enriching, yet ever-changing. The field of medicine has shown a long history of integrating new technologies to advance educational practices. Simulation, as a medical education methodology, has shown great potential to advance the technology enabled learning environment in healthcare. The following paper provides a concept analysis of advancing the medical field by integrating innovative and technology-driven simulation methodologies. The overarching benefit includes increasing the level of competency among medical practitioners prior to executing procedures on real life patients (Gordon, Wilkerson, Shaffer, & Armstrong, 2001). The discussion is filtered through the Technological

The integration of high-fidelity simulation as a teaching strategy is considered to enhance the profession of nursing. “With high-fidelity simulation, educators can replicate many patient situations, and students can develop and practice their nursing skills (cognitive, motor, and critical thinking) in an environment that does not endanger patients” (Hayden, et. all 2014).  After an informed letter approved by the IRB of the Academic Institution, American Sentinel University.

Alexander, is mainly directed towards providing simulations that help to educate nursing students who are going to work primarily in public health. Here, professors are able to find simulations that they can use on their students in order to help them develop skills that are necessary in order for them to be able to most effectively help their patients from an environmental standpoint. One example listed in this article, is a simulation where 157 undergraduate students work together in teams in order to assess a situation where civilians are faced with a contaminated water supply and then provide a list of different nursing interventions that can serve to alleviate the crisis. Also found within this article are sections that cover how to properly communicate their teachings to the public and also how to prevent such problems from ever occurring in the first

Simulation-based learning is becoming widely established and used within medical education. Although available simulators do not replace the real patient encounter experience entirely, but they do represent a giant leap forward from static mannequins. To provide high-quality care based on patients’ needs, nurses require both the skills they learn during theoretical courses and the practical knowledge gained from being in a hospital or practice (Westin, Sundler, & Berglund, 2015). In the early 90s when I was a nursing student, the only available simulation for us was mannequin-based patient simulation (pretty much like what you see in retail stores as in-store displays or window decoration), Not even a little bit close to the real-life situations.

Simulation-based nursing education is an increasingly popular academic approach. Structured facilitated debriefing is an important strategy to engage students in learning and is essential in simulation training. Further research is warranted to fully understand the impact of the method in nurse education. It provides students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. However, simulation approaches fall along a scale ranging from low-fidelity to high-fidelity simulation. Debriefing approaches connected with the simulation in the healthcare field aim to improve the performance, learning experience, and patient results. Regardless of whether you are a med

Nursing simulation, a progressive method of education and utilized by nursing programs, improve patient outcomes through giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins stems from the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, it is anticipated that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing and recording the outcomes of a methodical evaluation, such as a rubric, is foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically focuses on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at Western Kentucky University.

Traditionally, hospital represented the clinical experience of the area where students apply their knowledge, skill and make a decision regarding the care of the patient. The clinical experiences provide students the opportunity to practice, but each student is unique in its level of learning style. Fowler and Alden (2008), establish a ‘concern among the rise of morbidity and mortality in the hospitalized patient’s.' In addition, that ‘nursing education program are been pressure to produces competent graduates that provide safety care to their patient’.

Patients that are in a stages three to five are referred to this group. At stage five the patient are in the process of starting dialysis, but doesn’t know what route to take as far as treatment options. Patients are approached as a group that provides a supportive environment with various team members who provides them with information, pamphlet, open discussions, personal labs, and goals to obtain individually. The plan is to have 8-15 patients per class, with a duration of 1 ½ time span in the classroom. The goal is to provide an interactive environmental learning tools, for instance ask questions such as “name foods that are high in potassium”, “name foods that are high in sodium”, which makes it fun for the patients. Information is provided

The last article reviewed in relation to self-efficacy and confidence with clinical simulation is a journal article by Ball et al., (2015), “Nursing Shortages in the OR: Solutions for New Models of Education”. It gives an overview of the successful implementation of a pilot undergraduate course in a large hospital. The course was designed to give better preparation to nurses within the surgical setting. One of the additions to the pilot course was a simulation laboratory to allow hands on simulation experiences such as surgical scrubbing, positioning of the patient and prep of patient. This served to be the framework for the pilot course. The pilot was very successful and two of its students were hired at the end of the course at the operating room within this hospital. This article noted that the perioperative skills simulations seemed to show improved self-efficacy and confidence levels for the students. With lack of self-efficient perioperative nursing staff and lower levels of confidence comes the problem of nursing shortage due to poor retention and recruitment of staff. Ball et al, (2015), noted that if the university offered more courses with simulation and experiential learning theory methods that partnered with clinical experience it may affect the current nursing shortage and help solve staffing

The notion of a thoughtful pre-briefing, introduction, and orientation occurring before a simulation has been mentioned in literature for long time (Dismukes RK, McDonnell LK, & Jobe KK. 2000; Howard S, et al. 1992). A good pre brief is also very important to increase the fidelity and to ensure learner’s feeling of security and well being (Bion WR. 1962 & 2005; Modell AH. 1976. Winnicott DW. 1955). Participants should not feel exposed by the simulation and debriefing in a way that threatens their professional and social identity (Edmondson A 1999; Williams M 2007) making them defensive discussing their performance (Mann K et al 2011; Sargeant et al 2010). I created a safe and nonthreatening learning environment to ensure participants feel comfortable with the critical discussion (Fanning & Gaba, 2007; Rudolph J et al., 2007) by 1) Clarifying learning objectives explicitly and setting up a learning contract with the participants to be involved in critical analysis of their performance and feedback 2) Informing rules and roles of learner’s participation and roles and expectation of each faculty member. 3) Giving clear information on simulation etiquette, setting, norms, expectation in simulation and debriefing 4) Explaining and demonstrating the properties of the simulators, mannequin and it’s limitations 5) Absolutely clarifying about how the scenario will be evaluated and with whom information about simulation performance will be shared and 6) by sharing their anxieties,

This capstone project focused on the creation of a rubric for simulation experiences in the baccalaureate program at Western Kentucky University. To become familiar with the different uses of simulation and its evaluation within the nursing realm, completion of a comprehensive review of the literature occurred. Hence, the search included the use of Google Scholar, PubMed, and EBSCOhost database to aid with the search of pertinent literature. Keywords used for the search were nursing simulation, nursing simulation evaluation, and nursing simulation rubrics. Published articles chosen fell between the years of 2010 and 2015.

Fueled by the increasing emphasis on interactive medical education, the use of patient simulation has spread from anesthesiology to a growing list of disciplines including emergency medicine, radiology, pediatrics, neonatology, trauma, nursing, other allied health professions, and military and disaster management. The applications of simulation range from routine skills and critical event training to competency assessment. (p. 151)

This capstone project focused on the creation of a rubric for simulation experiences in the baccalaureate program at Western Kentucky University. To become familiar with the different uses of simulation and its evaluation within the nursing realm, completion of a comprehensive review of the literature occurred. Hence, the search included the use of Google Scholar, PubMed, and EBSCOhost database to aid with the search of pertinent literature. Identifying keywords selected for the search were nursing simulation, nursing simulation evaluation, and nursing simulation rubrics. Published articles chosen fell between the years of 2010 and 2015.