Interprofessional Education: Graduate Students’ Perspectives

Background: This program evaluation used qualitative methodology to describestudents’ expectations, concerns, needed supports, and experiences in a yearlongInterprofessional Education program.Methods and Findings: Focus groups were used to obtain the views of nurse practitionerand Master of social work students. Students participated in focus groups atthe program beginning and completion. Interprofessional education competencies,expectations, and concerns were examined. Results showed that at the beginning,students indicated a desire to understand the other’s professional role. They alsoexpressed concerns. During the post-program interviews, students indicated adesire to have had more classes and work together in clinical practice. Limitationsincluded a lack of participation of all students in the final focus groups.Conclusions: Student input in a program is essential. Further research is needed.Keywords: Interprofessional education (IPE); Qualitative research; Student evaluation;Graduate educatio

Using Specially Designed Software to Create a Simulation Space Design Assignment

A college of nursing at a large southern university created a completely online graduate degree and online certificate related to healthcare simulation. In the organizational and operations simulation course, a paper/pencil assignment course was replaced with the use of an innovative online specialty software, i.e., widget, which allowed students the opportunity to design to scale a simulation space. The collaborative team of nursing and university technology and learning faculty jointly designed and created the widget. The purpose of this study was to describe the assignment and widget development and then to discuss the study to determine the usability and student perception regarding the use of this simulation space widget. Then a descriptive, evaluation study was deployed. Current and former students of the course who used the widget were asked to complete demographics, a brief survey to gather input on the usability of the widget, as well as answer several open-ended questions. While the usability was slightly less than average, positive comments were provided about the widget. Refinements were made on the widget software each semester, thereby, improving the student experience overall. Further evaluation of the widget, student outcomes of its use, and VR capabilities are necessary. Discussions continue with the team about using widgets for other content

Psychometric validation of satisfaction with simulated clinical learning experience evaluation – corrections (SSCLEE-C)

Purpose: This study sought to modify a 19-item instrument designed to measure nursing students' satisfaction with a simulated learning experience for use in a correctional system to measure nurse satisfaction with simulated learning experiences; and to establish validity for the modified instrument. No measures were available for use in a correctional setting, and few instruments were available to measure nurse satisfaction with simulation experiences. Design/methodology: One hundred and ninety-eight correctional nurses responded to the original 19-item five-point Likert scale instrument. These data were used for an exploratory and confirmatory factor analysis. Findings: A 3-factor solution accounting for 62% of the variance. The 3 factors: Fidelity, Objectives, and Problem solving were supported by simulation theory. The 9-item CFA exhibited desirable psychometric properties: Root mean square error of approximation (RMSEA) = .046; Akaike Information Criterion (AIC) = 76.95; Comparative Fit Index (CFI) = .984. The model χ2 = 30.95 (ns). Alpha reliability estimates of the three factors were 0.70, 0.70 and 0.81. Originality/value: The Satisfaction with Simulated Clinical Learning Experience Evaluation – Corrections (SSCLEE-C) is the only instrument available for ongoing assessment of correctional nurse satisfaction with simulated clinical learning experiences. Keywords: Simulation, Satisfaction, Correctional nurses, Instrument developmen

Psychometric Validation Of Satisfaction With Simulated Clinical Learning Experience Evaluation - Corrections (Ssclee-C)

Purpose This study sought to modify a 19-item instrument designed to measure nursing students\u27 satisfaction with a simulated learning experience for use in a correctional system to measure nurse satisfaction with simulated learning experiences; and to establish validity for the modified instrument. No measures were available for use in a correctional setting, and few instruments were available to measure nurse satisfaction with simulation experiences. Design/methodology One hundred and ninety-eight correctional nurses responded to the original 19-item five-point Likert scale instrument. These data were used for an exploratory and confirmatory factor analysis. Findings A 3-factor solution accounting for 62% of the variance. The 3 factors: Fidelity, Objectives, and Problem solving were supported by simulation theory. The 9-item CFA exhibited desirable psychometric properties: Root mean square error of approximation (RMSEA) =.046; Akaike Information Criterion (AIC) = 76.95; Comparative Fit Index (CFI) =.984. The model χ2 = 30.95 (ns). Alpha reliability estimates of the three factors were 0.70, 0.70 and 0.81. Originality/value The Satisfaction with Simulated Clinical Learning Experience Evaluation - Corrections (SSCLEE-C) is the only instrument available for ongoing assessment of correctional nurse satisfaction with simulated clinical learning experiences

Using Simulation To Address Care Of The Transgender Patient In Nursing Curricula

This descriptive study explored the use of simulation as a means to increase cognitive and reflective practice as well as determining if simulation can alter perceptions and attitudes related to the lesbian, gay, bisexual and transgender (LGBT) community. This manuscript describes how student nurses perceive their role when providing care to and, more specifically, the care of transgender patients. The research question asks: How does a transgender simulation impact the attitudes and beliefs of nursing students related to the LGBT community? One-hundred and fifty-nine students, with a subset of 120 students attending a school in central Florida and 50 students attending a Connecticut programme, participated in the completion of the instruments. The Gender Affirmative Practice (GAP) scale was used to evaluate their attitudes and practice concerning LGBT issues. Findings suggest that the majority of the students rarely or never discuss pertinent sexual orientation issues. Students are not comfortable creating a climate that allows for self-identification by gay/ lesbians, despite admitting to being open and accepting the LGBT community with their faculty. Limitations were based on multisite location and the use of the GAP. It is important for nursing students, and healthcare providers, to acknowledge and recognise the unique vulnerabilities of transgender persons who are seeking healthcare. The exposure to transgender individuals in a clinical setting may be limited; therefore, the use of simulation will offer the opportunity to examine their beliefs and reflect on their attitudes towards this population. Simulation incorporating mental health issues is a newer training technique in which psychosocial aspects of healthcare are addressed

Pilot test of communication with a ‘Rapid Fire’ technique

Abstract An innovative communication training technique, ‘Rapid Fire’, was created to enhance communication and was incorporated into the debrief component of a simulation designed for correctional nurses to promote learning and engagement. The term ‘Rapid Fire’ was used to expose the critical time element that appears in the first five minutes of many crisis situations, where a quick relay of information and problem solving is essential; such as in a cardiac arrest or other rapidly deteriorating patient situations. This technique consists of a five-minute session prior to the structured debrief. During the ‘Rapid Fire’ portion of the debrief, all learners are together discussing the elements of the simulation and are permitted to dialog. They are encouraged to talk to one another, as the facilitator is not permitted to mediate during the five-minute period. The educator is actively listening to the team discussion. A sample of eighteen educators participated. The mean age of the participants was 43.2 years (range: 33-57) with an average of being employed approximately 3 years (range: 0-9) in their role as a correctional nurse educator. The average years as a simulation based educator was approximately 2.4 years. The majority of participants were female (89%). Responses to the 3-item open-ended survey were positive. Responses indicated that participants were engaged, civil and felt supported. One negative response indicated that more training was needed with real patients. It was concluded that learners were allowed to self-correct anything that was done or omitted during the stress of the simulation. Participation in this technique reinforced team collaboration that occurs in the clinical setting

Enhancing Empathy In Undergraduate Nursing Students: An Experiential Ostomate Simulation

aim The aim of this study was to implement and evaluate an experiential learning simulation created to enhance nursing students\u27 empathy during patient care encounters. background The investigators proposed that an ostomy simulation experience would be an efficient method for providing this educational content. method Content analysis was conducted on essays using Krippendorff\u27s technique to quantify the simulation. results Each unit of measure, or paper, contained between 1 to 14 empathie comments. Of the total sample, 22.8 percent had three or five empathie comments; 10 percent had four, and 9 percent had six or more comments per paper. Eighty-five percent of participants felt this simulation experience was beneficial for enhancing empathy in clinical practice. conclusion The assignment was an effective, objective method that utilized simulation to teach empathy to baccalaureate nursing students

Creating Caring And Empathic Nurses: A Simulated Ostomate

Background: This qualitative study explored the lived experience of student nurses (N = 69) wearing an ostomy appliance for 48 hours in a clinical simulation experience. Method: The descriptive phenomenology by Colaizzi (1978) was used to study the question: What are the themes that emerge to describe the lived experience of an ostomate? Results: Five themes are emerged from written reflections. Conclusion: Students\u27 retention and application of the information learned in simulation may influence clinical practice and improve patient outcomes. Insight into nursing students\u27 transformation on caring and empathy into their practice, the art of nursing, was gleaned from this study

Simulation Design: Addressing Care Of A Transgender Patient

This article describes the creation of a simulation of a transgender individual experiencing anxiety using International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: SimulationSM (2016). The aims of the simulation were to (a) identify signs and symptoms of client anxiety, (b) provide safe management of a client experiencing anxiety, and (c) establish culturally sensitive, therapeutic communication skills with a transgender client. Evaluation of the simulation design indicated it prepared participants to identify and address the psychosocial needs of a transgender individual. Whereas participants did not indicate the need to revise the simulation, as the evidence of transgender individual\u27s health care needs and disparities continues to grow, so should the simulation to reflect and incorporate the current evidence