Caring Communication with Failing Students: A New Simulation Application for Graduate Education
Diane S. Aschenbrenner, MS, RN, CHSE; Roxanne Moran, PhD, RN, CNE
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- International Nursing Association for Clinical Simulation and Learning (INACSL)
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Purpose: The National League for Nursing in 2014 noted the lack of qualified faculty obstructs the preparation of new nurses (Nurse Educator Shortage Fact Sheet). One necessary role of faculty is addressing student failure in caring ways (Sitzman & Watson, 2014). The literature on using simulation to help prepare future nurse educators is scarce. Practicing difficult conversations within the context of simulation is one method to enhance role development. This presentation will explore the infusion of caring science approaches within a graduate nursing education simulation of student failure.
Methods: Two simulations, one clinical failure and one didactic failure, were created based on INACSL standards (Lioce et.al., 2015) incorporating a standardized “student” actor. In preparation, graduate students read and discussed articles on grade disputes, student rights, incivility/violence, and faculty vulnerability. They also reviewed a video about caring science. Pre-simulation, students reflected about their personal experiences receiving or providing feedback. Post-simulation, students again reflected on providing feedback and its application to future practice.
Findings: Analysis of student reflections identified several themes: demonstration of caring behaviors; creating appropriate environment; educator accountability; and internal feelings. Anecdotal comments supported the importance of this learning experience. Additional data will be collected from course evaluation comments.
Implications: Role development of future nurse educators can be assisted with the use of strategically designed simulations. It is hoped that, as new faculty, graduates will shape their interactions with failing students using caring science approaches.
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