Prelicensure Simulation Program Best Practice

The prevalence of simulation in prelicensure nursing programs has increased, with most programs having integrated simulation into their nursing curriculum. Standards, guidelines, and recommendations defining best practice in prelicensure nursing simulation have been published since the inception of the St. Catherine University (SCU) Associate Degree (AD) nursing simulation program. Therefore, it is prudent to assess the simulation program to determine needed revisions to assure best practices are being met. The SCU AD nursing simulation program was compared to published standards to identify areas of strength and weakness. The program was also compared to two similar nursing programs in the community. Recommendations to improve the simulation program to meet best practice in simulation include: basing the program on an identified educational theory; providing faculty training in simulation implementation, structure of debriefing, and debriefing models; and evaluating the effectiveness of the debriefing facilitation using valid and reliable tools. These recommendations meet expected core competencies for nurse educators and assure attention to continual improvement of student outcomes

Glass transitions in native silk fibres studied by dynamic mechanical thermal analysis

Silks are a family of semi-crystalline structural materials, spun naturally by insects, spiders and even crustaceans. Compared to the characteristic β-sheet crystalline structure in silks, the non-crystalline structure and its composition deserves more attention as it is equally critical to the filaments' high toughness and strength. Here we further unravel the structure-property relationship in silks using Dynamic Mechanical Thermal Analysis (DMTA). This technique allows us to examine the most important structural relaxation event of the disordered structure the disordered structure, the glass transition (GT), in native silk fibres of the lepidopteran Bombyx mori and Antheraea pernyi and the spider Nephila edulis. The measured glass transition temperature Tg, loss tangent tan δ and dynamic storage modulus are quantitatively modelled based on Group Interaction Modelling (GIM). The "variability" issue in native silks can be conveniently explained by the different degrees of structural disorder as revealed by DMTA. The new insights will facilitate a more comprehensive understanding of the structure-property relations for a wide range of biopolymers

Implementing an escape room - A puzzling process

Implementing an escape room: A puzzling process Educators are continually challenged to engage students in the learning process and implement active learning strategies. One method is to utilize a game-based activity. Game-based learning strategies are an active learning method which motivates students, promotes collaboration, and provides immediate feedback. Objectives from various cognitive domain levels are met through games. One game-based strategy that promotes the application of learner knowledge is an escape room. Escape room participants solve sets of challenges as a team to complete an over-all goal. Teamwork and communication are needed, in addition to critical thinking skills. The purpose of this presentation is to discuss development, implementation, and evaluation of an escape room student learning activity. An escape room begins with a narrative and clues which initiate the first challenge. Each challenge feeds sequentially to the next. The solution of one challenge may provide a clue such as a numeric key unlocking a padlock or a code to open a computer file. The challenges may be within the same room, or the clues may lead the players to a new location. Final task completion results in finishing the challenges and achieving the established objectives. A well-designed escape room activity promotes teamwork and attainment of student learning outcomes. First-time implementation of an escape room can be a daunting task for an educator though. Through presentation, discussion, and small group work, educators will be guided through the planning process to promote successful implementation and evaluation of an escape room in their nursing curriculum