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Simulation in the context of NEASC Standards: The common ground and future directions

Simulation in the context of NEASC Standards: The common ground and future directions. Dec. 8, 2011 Deborah Navedo, PhD, CPNP, CNE NEASC Annual Meeting CIHE Assessment Forum. Disclosures:. Navedo’s employer is accredited by NEASC. Otherwise none. 2.

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Simulation in the context of NEASC Standards: The common ground and future directions

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  1. Simulation in the context of NEASC Standards: The common ground and future directions Dec. 8, 2011 Deborah Navedo, PhD, CPNP, CNE NEASC Annual Meeting CIHE Assessment Forum

  2. Disclosures: • Navedo’s employer is accredited by NEASC. • Otherwise none. 2

  3. Simulation-based Assessment and NEASC Standards 3

  4. Simulation-based Assessment and NEASC Standards • *Physical Therapy, Medical Imaging, and Communication Science and Disorders (CSD) • #Includes post-professional Certificate programs such as Health Professions Education. http://www.mghihp.edu/files/about-us/fact-sheet-fall-2010.pdf 4

  5. Simulation-based Assessment and NEASC Standards • “Expectations are graduated by degree level …” (4.4) The Total Knee Replacement (TKR) home visit for nursing students… 5

  6. Simulation-based Assessment and NEASC Standards • “Expectations are graduated by degree level …” (4.4) Medication reconciliation activity (Sample) 6

  7. Expectations are graduated by degree level… (4.4): • “Expectations are graduated by degree level …” (4.4) BSN Students Confirm the right ones are there 7

  8. Expectations are graduated by degree level… (4.4): MSN Students • Recognize context and environmental cues • Can’t reach medications from recliner • High sugar foods for diabetic • Identify and manage complications • Signs of confusion from pain medication • Signs of blood clots from immobility 8

  9. Simulation-based Assessment and NEASC Standards • “Direct and Indirect measures of learner performance” (4.54) Student Outcomes examples: • Skills checklists • Procedural compliance • Time to completion 9

  10. Simulation-based Assessment and NEASC Standards • “Direct and Indirect measures of learner performance” (4.54) Student outcome examples. • Comprehensive physical assessment • Avoidance of common complications • Documentation (such as medical record) • Clear communication of problem Summative Assessments 10

  11. Simulation-based Assessment and NEASC Standards “Direct and Indirect measures of learner performance” (4.54) Can this be applied to formative assessment? Assessment for Learning • “Graduates … demonstrate competence in … the capability for continuing learning” (4.19) 11

  12. Simulation-based Assessment and NEASC Standards • “Graduates … demonstrate competence in … the capability for continuing learning” (4.19) “Students … are provided with regular and constructive feedback designed to help them improve their achievement” (4.53). 12

  13. Simulation-based Assessment and NEASC Standards • “Graduates … demonstrate competence in … the capability for continuing learning” (4.19) • Debriefing that emphasizes Reflection • Supportive environment • Fosters student self-evaluation and life-long learning skills. • Facilitator as guide, not judge • Adult learners (Knowles, 2005) • Autonomous and self-directed (internally motivated) • Need to connect learning with their own experiences • Goal-oriented • Need to see relevancy of learning • Need immediate feedback on progress 13

  14. Simulation-based Assessment and NEASC Standards How is the efficacy of simulation being studied? • “… encourages experimentation with [teaching] methods to improve instruction.” (5.18) 14

  15. Assessment and Instructional Improvement (Standard 5): Study coordinated by National Council of State Boards of Nursing • Randomized controlled longitudinal study of replacing parts of hospital-based clinical experience with structured simulation experience (up to 50%). 15

  16. Assessment and Instructional Improvement (Standard 5): https://www.ncsbn.org/2094.htm 16

  17. Future Directions in Assessment: • Assessment of student outcomes and teaching methods are evolving • Calls for curricular and instructional reform in the health professions are clear, and 17

  18. Future Directions in Assessment: • A thoughtful robust approach to assessment, that reaches deeply in to the assessment toolbox for a variety of methods and perspectives, will be key to fully understanding and improving the learning outcomes in simulation. 18

  19. The real potential for simulation may be formative… 19

  20. References: • Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.). Boston: Allyn & Bacon. • Knowles, M., Holton, E. F., III; Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elsevier 20

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