The mandate to change the prevailing culture from opinion-based practice to evidence-based practice has influenced models designed as decision –making approaches to advance the integration of simulation education methods in higher education health professional programs, specifically among undergraduate and graduate education nursing programs. Simulation is one of the most rapidly growing strategies in clinical education and defining the best practices for dissemination is essential to the integration process. The intent of this workshop is to facilitate the opportunity to explore an approach to seek evidence-based outcomes in the process of simulation integration in clinical nursing professional education. Doing things many times without proof or data indicating efficacy is probably a waste of time, talent and money. The efforts in education and technology for simulation integration require each of us to give serious attention to capability-building and center development strategies. A critical appraisal of the efforts to integrate simulation education requires knowledge of research design and personal development. The development process for beginning a Simulation Center begin with a focus on identifying steps that will help one to accomplish the mission, executing a carefully laid out strategy and measuring process every step of the way. It is believed that the only way to achieve the overarching mission is to establish a direct link between strategy and execution. Most institutions have a strategic plan, however very few execute upon their strategies. Research indicates that organizations do not execute the described strategy for four main reasons: Vision -- lack of a shared vision
People – unmotivated or limited understanding of clearly defined performance objectives and measurement guidelines—how the day-to-day activities contribute to the bigger picture in process for the fidelity of the intervention based on evidence. Management- urgent trumps strategic—staffing decisions are driven by what is easiest or least painful rather than what is most strategic to achieve the objectives and proactively monitored for progress towards strategy execution. Resource – resources are the financial, human, and physical assets that are used for the rendering of the education services that have value to the institution. Most educational institutions are challenged by resource barriers, especially during these turbulent economic times in the U.S. However, recognizing potential barriers to the simulation integration strategy provides the opportunity needed to critically appraise, why are we here? Our Charge/Rationale/Call to Action
The evidence-based rationales to support an administration’s decisions to increase simulation methodologies in health professions education, whether it is medical, nursing, or allied health are many. Above those that have been cited during this conference, the literature has provided evidence of benefits and challenges. To review a few, the following studies were conducted recently to present the significant findings as evidence. But in general terms a Simulation Center is created: To meet the ever-changing demands of nursing education, as well as those of the new graduates at the bedside or in the community, the administration and faculty for competence building and validation. Directing financial, human and physical capital toward the integration of simulation and technology methods within existing nursing education curriculum programs is a shift occurring in many institutional settings. Key specialty area faculty must be recruited or identified to generate interest and involvement in specific ways. All core clinical courses within a Program Curriculum are expected to be included in this appraisal for integration to assess current methods and activities in general and related program requirements specifically for formative process measurement. The charge is to create a Simulation...
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