Trouble

Policeman grabbing an African American man by the shoulder / Edgar Keller ; inset photo of Carroll Johnson.https://scholarsjunction.msstate.edu/cht-sheet-music/4421/thumbnail.jp

Structured Debriefing and Students\u27 Clinical Judgment Abilities in Simulation

Background Debriefing is a critical component of clinical simulation, yet there are limited studies that demonstrate the outcomes of debriefing on learners\u27 clinical judgment. Method Using the Lasater Clinical Judgment Rubric, this mixed-method study examined the effects of structured debriefing after 2 clinical simulation experiences on 86 junior-level baccalaureate nursing students\u27 clinical judgment. Debriefing for Meaningful Learning© was the method used for the structured debriefing sessions. Results The mean clinical judgment scores of the intervention group were higher and improved more over time compared with the mean scores of those in the control group; however, the differences were not statistically significant. Conclusions Data generated from focus group interviews suggest that students perceived the structured debriefing sessions as being learner-focused discussions that provided a holistic approach that included a review of knowledge, technical skills, and their reactions and emotions about the learning experiences

A Moment in These Times

This poster presentation Collects short essays by fall 2020 Effective Composition students. The authors share small moments they have experienced during the pandemic. This collection serves as a time capsule so that, years from now, others can understand what everyday life was like during Covid-19

Regulation of Simulation Use in United States Prelicensure Nursing Programs

Background Simulation usage has proliferated throughout nursing education. Although nursing programs have sought integration of simulation to substitute traditional clinical learning hours, the variability of regulations between states raises questions about consistency of learner outcomes. Methods The Boards of Nursing (BONs) of the United States and the District of Columbia were queried by internet, phone, and email to discover regulations and guidelines for the use of simulation in nursing education. Results More than half of the BONs reported regulations for simulation use, but they varied greatly. Some had regulations defining a percentage of traditional clinical hours that could be replaced with simulation. A few BONs specified an equivalent ratio of hours between simulation and clinical, but most did not. Some BONs described requirements for simulation instructors, but few provided specific criteria. Conclusions This search revealed great variability in how BONs are defining and regulating the use of simulation in prelicensure nursing education including the amount of traditional clinical hours that can be replaced with simulation. Because a description of measured learning that occurs during traditional clinical learning hours is lacking, inconsistency in regulation will persist

Standards of best practice: Simulation standard II: Professional integrity of participant (s)

It is important for participants to maintain professional integrity related to simulation. Mutual respect and professionalism enhance the simulation learning environment. Thus, lack of professionalism and mutual respect can negatively impact the willingness of the participants to fully participate. It is vital to keep information related to before, during and after the simulation confidential as sharing can bias performance, perception or group dynamics and interfere with simulation outcomes. Sharing of content may alter future learning experiences and decrease the psychological safety of the simulation environment