Simulation: Best Practices in Nursing Education

By Vicki Moran, Rita Wunderlich and Cynthia Rubbelke

This book focuses on evidence-based standards for simulation in nursing education. The foundational principle of simulation excellence and its relevance to nursing is defined and infuses throughout the book.  It also discusses necessary components for quality simulation from development to implementation. These areas include (but are not limited to): theoretical background, accreditation and approval standards, the simulation environment, developing and implementing simulations, and debriefing. These subject areas are approached following a thorough review of the literature and current practices identified from the International Nursing Association for Clinical Simulation and Learning (INACSL), Society for Simulation in Healthcare (SSH), National League for Nursing (NLN) and State Boards of Nursing.  This quick reference title will become the best practice standards for simulation excellence in nursing education.  

• Language: English
• Publisher: Springer
• Release date: May 29, 2018
• ISBN: 9783319898216

Book preview

Vicki Moran, Rita Wunderlich and Cynthia Rubbelke

Simulation: Best Practices in Nursing Education

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Vicki Moran

School of Nursing, Saint Louis University, Saint Louis, Missouri, USA

Rita Wunderlich

McAuley School of Nursing, Maryville University, Saint Louis, Missouri, USA

Cynthia Rubbelke

School of Nursing, Saint Louis University, Saint Louis, Missouri, USA

ISBN 978-3-319-89820-9e-ISBN 978-3-319-89821-6

https://doi.org/10.1007/978-3-319-89821-6

Library of Congress Control Number: 2018942015

© Springer International Publishing AG, part of Springer Nature 2018

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Preface

The origin of this handbook developed out of a need to implement simulation in a nursing curriculum. Three nursing faculty convened to discuss and to create a simulation environment that was safe and inviting and met learner outcomes. At first, the task did not seem daunting considering the extensive experience we had as nurse educators in the classroom and clinical setting. A variety of books guided the discussion, with additional online resources. The result was more unanswered questions than a clear direction.

Where do we begin?

What are the simulation standards?

Who is the simulation expert?

Is it best to establish simulation guidelines before simulation scenarios?

What about evaluating student performance and clinical competence?

Should clinical evaluation tools reflect simulation standards?

What about the state board of nursing’s regulations for use of simulation?

What about our accrediting agencies standards and simulation?

So many questions that we as nurse educators were challenged to understand before embarking on the development of a simulation program, and thus the creation of this handbook.

Whether you are beginning a simulation program or have a well-developed program in place, this handbook provides a succinct compilation of research, standards, evidence, and best practices. The authors have over 20 years of experience in simulation design and implementation. One of the most tedious tasks of simulation is continuously keeping current with simulation best practices, standards, and evidence. Thus, the idea for this book came about as a way to house and sort the plethora of information surrounding implementation of simulations in nursing education through a succinct platform. Links and checklists are used generously throughout the book to allow for easy-to-retrieve, usable information. The book is easy to navigate and simplistic in its design to accommodate the onboarding of new faculty and can be easily used as a quick reference handbook for lab simulations.

Chapter 1 provides a background and historical perspective of simulation in nursing education. Historically, simulation was under heavy scrutiny and considered a novel approach to teaching that would not last. Early evidence supported positive perceptions of students, but no evidence was available that addressed the attainment of learning outcomes. Because of the perseverance of educators alike, simulation has been proved to be an active-learning strategy that does produce intended learning outcomes.

Chapter 2 discusses integration of simulation in a nursing curriculum, approval and accreditation processes, as well as recommendations for best practices from major simulation and nursing organizations. Simulation is no longer simply an addition to a nursing program. Due to increased complexity of patient care coupled with disappearing quality clinical experiences, it is becoming a requirement to meet the learning needs of nursing students.

Chapter 3 provides the environmental components to consider before embarking on a simulation program. It answers foundational questions such as space, buy-in from faculty and administration, financial considerations, and other environmental elements necessary to run a successful simulation program.

Chapter 4 launches how to design a simulation. It takes the reader through each step of the design from setting the stage to evaluation of learning outcomes. Developing a simulation with rigor, attention to detail, and a well-designed script ensures that this active-learning strategy meets learning outcomes. As with any active-learning strategy, it is time-consuming. However, it is worth the time and energy to develop a well-designed simulation that meets the intended purpose. It has been well documented in the literature that quality simulations are effective means of providing learners with the experience needed to perform safe, quality patient care.

Chapter 5 describes the implementation of simulation in a step-by-step format with easy-to-use checklists and links for each stage of implementation. Finally, Chapter 6 applies the information, evidence, and concepts presented throughout the handbook by presenting four sample simulations we developed over the course of our journey in providing well-designed simulations for our