Nursing Simulation and Project

Katrice Ziefle, Associate Professor of Nursing, was awarded a $2,400 Curriculum Development Award to develop two new courses in the Master of Science in Nursing: Entry-Level (MSNEL) program of study. The courses are NURS 6008: Nursing Leadership in Complex Health Care Systems: High Acuity Care (6 credits: 3 classroom, 3 clinical/lab) and NURS 6009: Nursing Leadership in Complex Health Care Systems: Assimilation into Professional Nursing Practice (5 credits: 3 classroom, 2 clinical/lab)

High-fidelity Simulation and Clinical Judgment of Nursing Students in a Maternal-newborn Course.

Clinical judgment, one’s ability to think like a nurse, is an essential skill for safe nursing practice. With the rise of simulation to replace clinical experiences, there is limited evidence regarding the effectiveness of simulation on the development of clinical judgment. This study explored differences in clinical judgment in maternal–newborn courses between undergraduate nursing students participating exclusively in simulation and those participating in hospital-based clinical experiences. Following completion of the clinical rotation, students participated in an evaluative maternal–newborn high-fidelity simulation experience that was recorded and evaluated using the Lasater’s Clinical Judgment Rubric (2007). Lasater’s Clinical Judgment Rubric scores between the simulation and clinical practice groups were compared using an independent sample t-test. There was no statistical difference in clinical judgment scores between the simulation and hospital-based clinical groups (t = −1.056, P = .295). Our findings suggest that simulation may be a comparable alternative to clinical experience in nursing education

Innovation and Accreditation: A Quality Improvement Process

Nursing program accreditation often has limited faculty engagement. This quality improvement project, implemented at a private university in the Midwestern United States, utilized innovative solutions including accreditation program champions and a learning management system to enhance faculty engagement in the accreditation process. Accreditation encompassed seven programs at three program degree levels: undergraduate, masters and doctorate. A survey measured overall engagement as well as the usefulness of accreditation program champions and the learning management system to improve engagement. Results showed increased faculty knowledge, professional development, and motivation in the accreditation process. Increased engagement not only accomplishes the work more efficiently, but also improves faculty knowledge of the process and preparation for the accreditation site visit

Completing Accreditation During the COVID-19 Pandemic: A Step-by-Step Process for Success

Many higher-education administrative processes have transitioned to the online environment due to the COVID-19 pandemic. Nursing program accreditation site visits were not spared from this shift. This article describes the step-by-step online, interactive, and collaborative process one nursing department used for program re-accreditation. Kotter\u27s 8-step process for accelerating change informed this work. Positive outcomes included increased faculty engagement and knowledge in the accreditation process and an ongoing accreditation readiness team. Recommendations include forming an accreditation committee, appointing program champions, utilizing a learning management system and a cloud-based storage system, and celebrating successes. This process could be replicated by other nursing programs undergoing accreditation

Utilizing Program Champions and a Learning Management System for Accreditation: Innovative Strategies to Enhance Faculty Engagement

Background:Nursing program accreditation ensures quality nursing education and care to communities at large. The accreditation process is often stressful with limited faculty engagement. The purpose of this quality improvement project is to use innovative strategies to enhance faculty engagement in the accreditation process. These innovative approaches facilitate faculty development through the accreditation process by integrating work as part of the faculty role. Using active learning strategies enhances faculty engagement, provides faculty development, and encourages faculty to practice at their full-scope of the academic nurse educator role.Method:Utilizing Kotter\u27s 8-step process to accelerate change, a leadership team of faculty and administration formed to implement a new accreditation process. Kotter emphasizes the use of change agents. Therefore, each of the seven degree programs nominated a faculty-champion outside the existing leadership. Champions are change agents to bridge communication between faculty and the leadership team. The systematic process was conceptualized as a book with each accreditation standard written as a chapter. All faculty are enrolled in a learning management system course where each module contains the instructions, support, and assignments for each accreditation requirement. These modules will be combined to write our self-study book.Results:Data is being collected from the learning management system to track faculty engagement and identify gaps. At the end of the accreditation cycle, a survey and key informant interviews will be completed and analyzed to evaluate faculty engagement and faculty understanding of the accreditation standards alignment with program outcomes.Conclusion:Accreditation presents a sense of urgency and stress. Kotter\u27s change process is guiding our department through an innovative quality improvement project utilizing diverse new leaders as champions, with a goal of inspiring faculty engagement and creating a meaningful, sustainable process. This process could be replicated in other nursing programs to further the goals of accreditation