Use of simulation to identify academic-practice gaps to improve healthcare
Colleen Royle, MS, RN; Yvette Dulohery EdS; Julie Hebenstreit EdD, RN; Angie Christian MS, RN; Norma Krumwiede EdD, RN
- Contributor Affiliation(s)
- Minnesota State University, Mankato, Mankato, Minnesota, USA
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Top Visiting Cities
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Royle, Colleen by View
Popular Works for Royle, Colleen by Download
(41st Biennial Convention) The ongoing call for nursing education to incorporate simulation into the curriculum has resulted in nurse educators attempting to adopt new teaching strategies that enhance the student's learning experience through low, medium and high-fidelity technology. The majority of published articles on simulation in nursing education emphasize the teaching-learning experiences of faculty and students. Even leaders in the field of simulated learning encourage educators to use simulation to enhance student learning and caution educators to avoid the use of simulation as an evaluation of student learning. This perspective limits the full potential of using simulation in nursing curricula. The use of simulation in the assessment and evaluation of student learning is essential to expanding the acceptance of simulated patient care experiences. The purpose of this presentation is to expand the use of simulation in the assessment and evaluation of undergraduate nursing students and to measure programmatic level outcomes. The capstone course has incorporated simulation of Heart Failure and Closed Head Injury to identify academic-practice gaps students exhibit at the end of the program. Examples of program outcome gaps consisted of: -Lack of consistent hand hygiene -Seizure care - Glasgow coma scale - Oxygenation ranges required for various devices - Administration time for furosemide IVP - Incomplete assessments; obtaining partial information prior to contacting MD Even though significant faculty time and attention is devoted to arranging and facilitating simulation scenarios, the real work begins once the students leave. The essential element in simulation is to close the academic-practice gaps and improve healthcare delivery. This is the crucial dimension that simulation can play in program evaluation. If the information gained by nurse educators during the simulated learning experiences is not directly incorporated into program evaluation the gaps identified will never be filled to improve nursing education and healthcare delivery.
41st Biennial Convention - 29 October-2 November 2011. Theme: People and Knowledge: Connecting for Global Health. Held at the Gaylord Texan Resort & convention Center.
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.
|Review Type||Abstract Review Only: Reviewed by Event Host|
Assessment and Evaluation;
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Showing items related by title, author, creator and subjects.
Measuring the efficiency, effectiveness, and experience of teaching-learning family constructs framework Salivia, Guarionex J.; Krumwiede, Norma; Azarbod, Cyrus; Royle, Colleen; Goel, Ankit; Million, Flint; Bening, Megan (2017-10-05)Nurse educators have the desire to create meaningful teaching-learning experiences, and often rely on technology to enhance student engagement. By testing the efficiency and effectiveness of the technologies used to foster ...
Royle, Colleen; Moon, Mary Ann McKenna; Krumwiede, Norma (2014-05-13)Session presented on: Friday, April 4, 2014: Advancing Care Excellence for Seniors unfolding cases were created to guide the teaching of individualized aging, complexity and life transitions to nursing students. Even though ...
Eggenberger, Sandra; Abbott-Anderson, Kristen; Krumwiede, Kelly; Krumwiede, Norma; Young, Patricia K.; Royle, Colleen; Swan, Marilyn A.; Van Gelderen, Stacey Ann (2016-03-29)Session presented on Saturday, April 9, 2016: Background: A family member's illness has an impact on the health of the family and reciprocally, the family influences health outcomes of an individual (Chesla, 2010; Wright ...
Royle, Colleen; Krumwiede, Norma (2016-03-29)Session presented on Saturday, April 9, 2016: Introduction: A nurse educator must draw from the science of the discipline, as well as the science that informs nursing education, to transform nursing practice from an ...
Innovative process of evaluating student performance using smart glass technology while providing family-focused nursing care Azarbod, Cyrus; Krumwiede, Norma; Clisbee, David; Kamsali, Aditya Dharoor (2017-10-05)Nurse educators have the responsibility to design significant learning experiences grounded in the nursing discipline while incorporating principles of health informatics to influence nursing practice with families and ...