Foreword
Preface
Contents
Part I: Fundamentals of Simulation in Nursing
1: History of Simulation in Nursing: An Overview
Establishing Simulation as a Teaching Strategy
Simulators and Simulated Patients
Simulation as a Teaching Strategy Within Nursing Education and Practice
Simulation Modalities
Medium-Fidelity Simulators
High-Fidelity Simulators
Simulated Patients and Simulated Participants
Computer-Based and Virtual Reality Simulation
References
2: Simulation Modalities
Introduction
Modality: Manikin-Based Simulation
Modality-Task Trainer/Partial Task Trainer
Modality: Role Play
Modality: Unfolding Case
Modality: Standardized or Simulated Patients (SPs)
Modality: Virtual Reality
Modality: Screen Based or Computer Simulations
Modality: Augmented Reality/Mixed Reality
Distance (Telepresence) Simulation
Modality: Tabletop Simulations
Modality: Hybrid
References
3: Essentials of Debriefing and Feedback
Introduction
Definition of Terms
A Standard for Debriefing: INACSL Standards of Best Practice
Phases of Debriefing
Conducive Learning Environments in Simulation: Emotional and Physical
Debriefing Methods
Structured Debriefing
Socratic Questioning
Advocacy-Inquiry and Debriefing with Good Judgment
Plus-Delta
PEARLS
Summary
References
Part II: Undergraduate Nursing Education
4: Simulation Modalities for Undergraduate Nursing Education
Background
Simulation Modalities
Task Trainers
Simulated Patients
Hybrid Simulation
Computer Screen-Based-Virtual Simulation
Virtual Reality (VR)
Human Patient Simulators
Modalities and Simulation Fidelity
Operations and Modalities
Conclusion
References
5: Writing Clinical Simulations for Undergraduate Nursing Education
A Structured Design Framework
What Is the Need?
Participant Group
Purpose, Learning Outcomes
Simulation Scenario
Time
Simulation Modality and Rationale
Resources Required and Preparation
Pre-simulation Brief
Debrief
Evaluation/Assessment
Conclusion
References
6: Simulation in Pre-nursing Pipeline Programs
Background
Structure of a Pre-nursing Pipeline Program
Types of Pipeline Programs
Program Format
Preparing for Simulations in Pipeline Programs
Coordinating Simulation Experiences
Support Staff
Simulation Curriculum Development
Simulation Design and Operations
Creating Scenario-Based Simulations for Pre-nursing
Novice Pre-nursing Students
Experienced Pre-nursing Students
Debriefing Pre-nursing Students
Challenges of Debrief Pre-nursing Students
Summary
Case Examples
One Touch
References
7: Nursing Fundamentals Simulation
Nursing Fundamentals
Fundamentals of Simulation
Domains of Learning
Simulation Fundamentals: The Psychomotor Domain
Variation: Using a Simulator
Variation: Teaching Remotely
Pre-simulation Brief
Simulation Scenario
Debrief
Simulation Plan: Obtaining Blood Glucose Via Remote Learning
Pre-simulation Readings
Nursing Simulation Fundamentals: The Cognitive Domain
Planning
Pre-simulation Activity
Pre-simulation Brief
Simulation Scenario
Debriefing
Nursing Simulation Fundamentals: The Affective Domain
Tag Team Patient Safety Simulation
Setup
Pre-simulation Brief
Simulation Scenario
Debriefing
Conclusion
Fundamentals Re-imagined During the COVID-19 by Mary Moran
What Were the Challenges for Students?
What Were the Benefits of Providing Remote Videoconferencing During the Pandemic?
How Was Learning Evaluated?
References
8: Medical-Surgical Nursing
Introduction: Background
Medical-Surgical Nursing
Medical-Surgical Simulation
Design Consistency of Simulation Using Evidenced-Based Specific Elements
Code of Conduct
Strengths-Based Nursing
Becoming Person-Centered
Fundamentals of Care
Clinical Reasoning: Thinking like a Nurse
Patient Assessment Skills
Teaching Therapeutic and Empathic Communication
Best Practices, Challenges, and Solutions
Best Practices
Developing Professional Practice
Professional Skills
Clinical Reasoning Skills
Psychomotor Skills
Types of Simulation
Tag Team
Interprofessional Education and Simulation
The Simulated Ward
Lesson Plan
Challenges and Solutions
Skills Mastery
Availability of Resources
Equipment
The Space
The People
Debriefing and Reflection
Developing Assessment of Capabilities
Integrating into the Existing Curriculum: Pedagogy Underpinning Simulation for Medical-Surgical Learning in Nursing
Year 1
Year 2
Year 3
Regulatory Bodies
Conclusion
Cases Example: Medical Surgical Nursing: The Simulated Ward
Lesson Plan
Part 1: Reminder of Simulation Rules
Part 2: Prebrief
Learning Objectives:
Part 3: Scenario
Cases:
References
9: Maternity Nursing
Background
Best Practice
Sample Maternity Nursing Curriculum
Integrating Maternity Simulation into Existing Education
Challenges and Solutions
Interface with Regulatory Bodies
Conclusion
References
10: Psychiatric Mental Health Nursing
Background
Best Practice
Consumer Involvement
Script Development
Debriefing
Gather, Analyse, Summarize Method (GAS)
“+/Δ” Plus—Delta Method
Advocacy/Inquiry
Sample Curriculum
Learning Outcomes
Scaffolding
Roleplay
Immersive Simulation
Virtual Simulation
Evaluation
Integrating into Existing Curriculum
Challenges & Solutions
Cost
Choosing Wisely
Student Preparation
Student Disengagement
Emotionally Charged Topics
SP Training
Simulation in OSCEs
Sample Cases
Mental Health Simulated Patient Scenario
Simulation Overview
Description of the Simulation
Curriculum Alignment
Unit-level learning outcome
Simulation-level Learning Outcomes
Pre-simulation Activities
Set-up & Preparation
Simulated Participant
Characterisation
Mental State Examination
Environment
Equipment
Information for Learners
Information for Facilitators
Facilitator notes & observations
Debrief
Quality Improvement
Conclusion
References
11: Pediatric Nursing
History & Development
Current State
Future Uses in Pediatric Nursing
Best Practice
Examples of Successful Programs
Paediatric CPR
Sample Curriculum
Pediatric Elective
The Integration of Pediatric Simulation
Simulation 1
Simulation 2
Simulation 3
Logistical Considerations
Pre-briefing
Immersion & Expected Activity
Conclusion of Simulation
Debriefing and Feedback
Integrating into Existing Education
Challenges and Possible Solutions
Interface with Regulatory Bodies—How Simulation Can Help or Hinder Accreditation
Conclusion
References:
12: Interprofessional Simulation
Background
Best Practices
Sample Curriculum Framework
Build on Existing Links
Build Opportunities in Clinical Settings
Benefits Demonstrated to All Stakeholders
Based on Best Evidence Approaches
Barriers, Challenges, and Solutions for IP Simulation
Conclusion
References
13: International Innovations in Simulation: Case Studies from Four Countries
Case Study 1: Australia
Background
What Was the Need?
What Did We Do?
Creation of a Master Case: Justin Davies
Creation of Audio-visual Resources
Discipline-specific Simulations of the Master Case
Delivery of the IPE Simulation
Case Conference
Session Review by Staff
Justin’s Closing Statement
What Was the Impact?
What Lessons Were Learned?
Case Study 2: United Kingdom
Background
What Was the Need?
What Did We Do?
Clinical Reasoning as a Framework
What Was the Impact?
What Were the Lessons Learned?
Case Study: Norway
Background
What Was the Need?
What Did We Do?
What Was the Impact?
Evaluation (The Questionnaire)
Findings and Insights
Evaluation Ratings.
Instructive and Useful
Joint Reflection and Discussion
Role Clarification and Too Lengthy
Lessons Learned
Case Study: South Korea
Background
What Was the Need?
What Did We Do?
Educational Exchange Agreement
Analysis of the Education Condition
IPSE Program Design
IPSE Program Development and Implementation
IPSE Program Evaluation
What Was the Impact?
What Lessons Were Learned?
Chapter Summary
References
Resources
14: Assessment and Evaluation in Nursing Education: A Simulation Perspective
Assessment in Undergraduate Nursing Education: A Simulation Perspective
Background
Assessment As, For, and Of Learning
Future Uses of Simulated Assessment
Best Practices
An Example of Integrating Simulation Assessment into Existing Education
Blueprinting—Constructive Alignment
Developing a Simulated Assessment
Challenges and Solutions—Common Barriers and Successful Solutions
Interface with Regulatory Bodies
Sample Assessments
Rubrics & Marking Criteria
Evaluation of Simulation in Undergraduate Nursing
Background
Best Practice Evaluation of Simulation: Models and Tools
Models of Evaluation
The CIPP Model (Context/Input/Process/Product)
Evaluation and Its Interface with Regulatory Bodies
Evaluation Instruments
Conclusion
References
Part III: Graduate Nursing Education
15: Simulation Modalities for Graduate Nursing Programs
Simulation Modalities for Nursing
Background
Best Practices: Types of Simulation Modalities
Task Trainers
Standardized Patients
Screen-based or Computer Simulations on a Mobile Phone or Desktop
Virtual Reality and Visualization
Manikin-based Patient Simulation (the Spectrum of Low to High Fidelity)
Problem-based Learning (PBL) and Simulation
Improving Critical Knowledge, Skills, and Attitudes
Summary
Example of a Skills Checklist: Arterial Line Insertion
Example of a Skills Checklist: Insertion of a Double-Lumen Endotracheal Tube (DLT)
References
16: Writing Clinical Simulations for Advanced Practice Registered Nurse Education
Introduction
Background
Best Practices: Theory, Standards, Competencies, and Certification
Theory
Standards
APRN Competencies
Certification
Curriculum Integration and Curriculum Models
Curriculum Integration
Curriculum Models
Challenges and Solutions
Simulation in Nurse Practitioner Education Consortium
Faculty Workload
Essential Components for Simulation Cases
Summary
References
17: Simulation in Family Nurse Practitioner Education
Types of Simulation Delivery
Integrating Simulation into the Curriculum
The Flipped Classroom
Replacing Clinical Experiences with Simulation
Formative Simulation
Summative Simulation
Face-to-Face and Remote Simulation
Barriers to Simulation Use
Exemplar Cases
Identification of Sex Trafficking Victim Scenario
Precipitous Labor Scenario
OSCE Summative Case Scenario Finding a Breast Lump
Appendices: Exemplar Cases
Appendix 1: Identification of Sex Trafficking Victim
Section I: Scenario Overview
Section II: Curriculum Integration
Appendix 2: Precipitous Birth Case
Section I: Scenario Overview
Section II: Curriculum Integration
Appendix 3: Finding a Breast Lump OSCE Case
Section I: Scenario Overview
Section II: Curriculum Integration
References
18: Acute Care Nurse Practitioner
Background
Best Practices
Integration into Existing Curriculum
Continuing Education
Challenges and Solutions
Regulatory Bodies
Sample Case Discussion
Conclusion
References
19: Psychiatric Mental Health Nurse Practitioner
Background
The Role of the Psychiatric Mental Health Nurse Practitioner
Educational Opportunities to Build the Foundation of the PMHNP
Simulation
One Minute Preceptor Model
Collaboration Scenarios Through Simulation
High Fidelity Simulation
Opportunities for Integration into Existing Education
References
20: Primary Care Pediatric Nurse Practitioner Simulation Techniques
Background
Best Practices
Sample Curriculum
Integrating into Existing Education
Challenges and Solutions
Regulatory Bodies
References
21: Simulation for Certified Nurse-Midwifery and Women’s and Gender-Related Health Care Nurse Practitioner Students
Introduction
Understanding the Unique Needs of the TGNC Population in the Healthcare Setting
Creating a Simulation Scenario for Examination of the TGNC Patient
The Scenario
Enacting the Scenario (Example in Appendix)
Introduction and Acknowledgment of the Patient
Pre-briefing
Obtaining Health History
Debriefing
Post-scenario Evaluation of Learning
References
22: Simulation in Nurse Anesthesia Education
Background and Historical Perspective
Curricular Integration in Nurse Anesthesia Education
Application of Simulation Standards in Nurse Anesthesia Education
Nurse Anesthesia Simulation Examples
Conclusion
References
23: Using Simulation with Master’s Entry to the Profession of Nursing Students (MEPN)
Introduction
Characteristics of MEPN Students
Adult Learners, Andragogy, the MEPN Student and Choosing Simulation to Educate
Faculty Skillset for Andragogy-Based Learning and Simulation with MEPN Students
Transition of MEPN Students to Postgraduate Practice and Its Implications for Simulation Learning
Recommendations
References
24: Leading a Multidisciplinary Team to Develop and Implement Interprofessional Education (IPE) Simulation
Background
Components
Engagement
Training
Mentoring
Curriculum -Simulation Development/Implementation
Insights
Conclusion
References
25: Assessing Learning in Graduate Education Simulation
Background
VARK: Visual, Aural, Read/Write, Kinesthetic
Honey & Mumford Learning Styles Questionnaire
Kirkpatrick Model of Training Evaluation
Conclusion
References
26: Simulation for Nursing Leadership Development
Introduction
Context
Case Studies to Consider Using for Leadership Development
Pre-briefing and Debriefing Leadership Scenarios
Pre-briefing
Debriefing
Summary
References
Part IV: Simulation for Continuing Professional Development
27: Simulation Modalities for Nursing Professional Development
Background
Best Practices
Task Trainers
Simulation Manikins
Standardized Patients
Extended Reality
Sample Curriculum
Mobility Equipment
Bedside Staff Competing Mandates
The Use of SPs for Patient Mobility Training
Results
Integrating Simulation into Existing Education
Challenges and Solutions
Time
Space
Technical Expertise
Availability of Resources
Interface with Regulatory Bodies
References
28: Writing Clinical Simulations for Continued Professional Development
Background
Development
Current State
Future State
Best Practices
Sample Curriculum
Integrating Simulation into Existing Education
Challenges and Solutions
Interface with Regulatory Bodies
Summary
References
29: Simulation for New Hire/Pre-Hire Orientation
Background
Best Practices
Sample Curriculum #1: New Hire RN Skills and Scenarios
Registered Nurse New Hire Data
RN New Hire Simulation Course Data Includes Data from Clinical Events
Sample Curriculum #2: “A Day in the Life” New Grad Scenarios
Timely Interventions
New Grad Scenario Domain and SBAR Data (n = 221)
Integrating Simulation into Existing Education
New Groups of Learners
Rapid Onboarding to Meet Crisis Staffing Needs
Sample Curriculum #3: Sepsis Escape Room
Curriculum #4: Culture of Safety
Simulation Activities for Culture of Safety from Teaching the Culture of Safety [18]
Challenges and Solutions
Summary
Appendix 1 Pre-brief and Orientation to New Grad Scenario Simulation Tool
Appendix 2 Critical Actions and Errors-Based Learner Assessment Checklist
Appendix 3 Mock Code Electronic Checklist to Capture Learning Performance [1]
Appendix 4 Mock Code Electronic Checklist Debriefing form Automatically Generated from Learning Performance [1]
Appendix 5 COVID Mock Code Outline
Appendix 6 Escape Room Simulation Specialist Learner Assessment Form
Appendix 7 Pie Graphs of Culture of Safety Situational Responses Illustrate Situational Responses
Appendix 8 Preceptor Checklist
References
30: Simulation for Nursing Competencies
Background
Best Practices
Integrating into Existing Education
Challenges and Solutions
Sample Curriculum with Sample Case
Conclusion
References
31: Simulation for Emergency Nursing
Introduction
Background
Sample Cases
Moderate Sedation
Sepsis Escape Room
Sample Curriculum #1: Moderate Sedation
Course Creation
Pre-Work
Course Content
Debrief
Simulation Curriculum #2: Sepsis Escape Room
Escape Room Start
Debrief
Integrating into Existing Education
Challenges and Solutions
Planning
Barriers
Debrief
Interface with Regulatory Bodies
Scenario Examples
Summary
References
32: Simulation for Those Caring for the Obstetric Population
Background
Interface with Regulatory Bodies
Best Practices
General Preparation Guidelines
Pre-reading
Training Considerations
The Role of Debriefing
Outcomes Observed
Sample Scenario: Severe Range Hypertension and Eclampsia
Integrating into Existing Education
Challenges and Solutions
Summary
Additional Resources for Severe Maternal Morbidity Related Simulations
Appendix A: Recording Sheet—Code Blue, OBLS
Appendix B: TeamSTEPPS Behavioral Skills
Appendix C: Obstetric Emergency Simulation Observation Worksheet—Experiences Which May Benefit from Patient/Family Debrief (Content adapted from Hall [16]a)
Appendix D: Shoulder Dystocia Recording Sheet
References
33: Neonatal Simulations
Background
Best Practices
Sample Curriculum
Sample Curriculum #1: Neonatal Transport Handoff–Critical Neonatal Transport
Sample Curriculum #2: Standardization of Tools & Team Roles to Improve Delivery Resuscitation
Sample Curriculum #3 Neonatal Surgical Bedside Procedure
Space and Process Evaluation
Nursing Education and Team Training
Sample Curriculum #4 Neonatal Delivery of Multiples
Integration into Existing Education
Challenges and Solutions
Interface with Regulatory Bodies
Summary
Appendix 1 Neonatal Transport Scenario Guideline. Includes 4 scenarios transitioning the neonate from transport request to arrival at the receiving hospital. Objectives noted
Appendix 2 Delivery code medication card sample. Each set included 9 cards with medication dosing, ETT size and depth, umbilical catheter size, and volume dosing. Cards were created in 500 g increments from 500 g to 4000 g with the addition
Appendix 3 Standard resuscitation warmer set-up with role cards and delivery guidelines
Appendix 4 Standard delivery cart, organized by Airway, Breathing, and Circulation
Appendix 5 Delivery resuscitating rolls and code card simulation guideline. Includes scenarios objectives, set-up, logistics, roles, and debriefing. Objectives noted
Appendix 6 Pre-and post-survey question for Delivery Resuscitation Roles and Code Card Simulation
Appendix 7 Surgical bedside procedure in the Neonatal Intensive Care Unit. Scenario includes logistics, simulator set-up, surgeon/NICU RN/OR RN tasks and communication, patient induction/surgery/and post procedure objectives, followed cont
Appendix 8 Surgical bedside procedure checklist
Appendix 9 Neonatal Staff Mobilization Plan for delivery of multiples
Appendix 10 Neonatal Team Check-In and Role Delineation in the delivery of multiples
Appendix 11 Neonatal bedside delivery team checklist for the delivery of multiples
Appendix 12 Delivery room simulation consisting of both delivery personnel and infant resuscitation personnel awaiting the delivery of quintuplets. Simulation dolls crafted with cords and placentas are wrapped in a cloth stomach band to s
Appendix 13 Simulation dolls crafted with umbilical cords and placentas to simulate cutting cords for the delivery of quintuplets
References
34: Simulations for Pediatrics
Background
Best Practices
Sample Curriculum
Scenario 1: Pediatric Sepsis Code
Scenario 2: Interventional Radiology Suite Opening
Scenario 3: Pediatric Trauma
Scenario 4: Extracorporeal Life Support (ECLS) Activation
Integrating Into Existing Education
Challenges and Solutions
Interface with Regulatory Bodies
Conclusion
References
35: Simulations for Critical Care Nursing
Background
Best Practices
Sample Curriculum
Scenario 1: Pediatric Neuro Patient ICU Room of Errors
Scenario 2: Pediatric Neurological Patient Assessment
Scenario 3: Pediatric Spinal Fusion Surgery with Loss of Signals
Scenario 4: Post-Operative Care of the Pediatric Cardiac Patient
Scenario 5: Pediatric Respiratory Failure
Scenario 6: Simulation in Adult Critical Nursing Clinical Orientation
Integrating into Existing Education
Challenges and Solutions
Summary
References
36: Process Improvement Simulations for Nursing
Introduction
Background
Best Practices
Sample Curriculum
Integrating into Existing Education
Challenges and Solutions
Interface with Regulatory Bodies
Sample Cases
Summary
References
37: Interprofessional Simulations
Introduction
Background
Best Practices
Interprofessional Simulation for Process Evaluation and Improvement
Examples of Simulated Results (Taken from Several VA Locations Prior to Patient Occupancy)
Facility Level Application of Interprofessional Simulations--Applied Conceptual Model
PEEPEp Model for Continuous Process Evaluation
Sample Curriculum
People
Equipment
Environment
Process
Emergency Preparedness
Integrating into Existing Education
Summary
References
38: Simulation in International Healthcare Environments: A Rural Perspective
Background
Challenges in Simulation-Based Education in Rural Environments
Workforce Challenges
Curriculum Challenges
Resource Challenges
Solutions
Locally Embedded Solutions
Telesimulation
Hub and Spoke Mobile Solution
Conclusion
References
39: Perioperative Simulation for Nursing
Introduction
Background
Future Considerations for Simulation
Best Practices
Keeping it Simple
Garnering Support and Creating Simulation Champions
Invite Fellow Educators and Content Experts
Build on the Success of Prior Simulations
Prep Work: Leading up to the Education Day
Preparing for the Day
Use of Simulation to Validate Skills, Knowledge, and Attitudes of Experienced Perioperative Nurses New to an Organization
Integrating into Existing Education in the Clinical Setting
Incorporating Simulation into the Educational Design
Challenges and Solutions
Time
Staff Engagement
Equipment
Funding
Interface with Regulatory Bodies
Conclusion
References
Part V: Simulation Operations and Administration
40: Simulation Operations
Introduction
A Standard for Operations: INACSL Standards of Best Practice
Roles and Responsibilities
Policy and Procedures
Scheduling
Skills Centers
Task Trainers
Supply and Inventory
Equipment and Repairs
Technology Learning
Staffing and Support
Certified Healthcare Simulation Operations Specialist (CHSOS)
Summary
References
41: Research in Nursing Simulation
Background
Starting a Career—Educational Requirements
Best Practices
Resources for Success
States of Being as a Simulation Researcher
Inquiry Versus Translational Approaches to Simulation Research
Doctor of Nursing Practice
Doctor of Philosophy
Academic Versus Hospital-Based Settings and Research Considerations
Academic Areas
Challenges and Solutions
Summary
References
42: Seeking Excellence in Simulation for Nursing Education and Practice: Accreditation, Certification, and Standards of Best Practice
Introduction
Accreditation
Certification
Benefits of Simulation Certification
Types of Certifications
Two Basic (Entry) Certifications
Two Advanced Certifications
Continuing Education Requirement
Simulation Certification vs Certificate in Simulation Education or Technology
Simulation Education Standards
Summary
References
43: Assessment/Regulation of Nurses Using Simulation (UG, GRAD, CPD)
Academia
Hours of Simulation Versus Hours of Clinical
COVID-19 Pandemic
Service
Simulation Accreditation and Certification
Return to Practice
Summary
References
Part VI: The Future of Nursing Simulation
44: The Future of Simulation
Introduction
The Context
Case Studies
Case Study—Virtual Reality
Introduction
Deliberate Practice
Mastery Learning
Learning Through Observation
Situated Cognition
VR at Michener
Deescalation of Responsive Behaviours
Radiation Therapy
Further Areas of Training
Personal Protective Equipment
Hospital Acquired Conditions (HACs)
Emergency Response
Human Factors Testing
Limitations to VR
Conclusion
Case Study—Simulated Participants
Introduction
The SP (Simulated Participant)
The Learner
Faculty
COMM700: Entry to Practice Communication Course
Target Disciplines
Background
SP Innovation
Large Group Simulation
Building Community-Discussion
Publication
Student Evaluation
Future Directions
Case Study—Integrated Library Sciences
Conclusion
References
Index