Using Simulation as a Capstone Experience in a Nursing Residency Program A Collaborative effort between Academia and Practice. Arlene Coughlin MSN, CNE, RN J. Cedar Wang MSN, RN Lori Podlinski MSN, MBA, RN Barbara Blackwell EdD , RN-BC.
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Arlene Coughlin MSN, CNE, RN
J. Cedar Wang MSN, RN
Lori Podlinski MSN, MBA, RN
Barbara Blackwell EdD, RN-BC
reinforcing critical thinking skills
Clinical Simulation Reinforces Adult Learning Theories
Experiential Learning Reflective Learning
Clinical simulation finds support in educational literature
as a critical component of experiential learning (Dreifuerst, 2009).
Kolb (1984) states:
“Knowledge is derived from and tested out in experiences of the learner. The knowledge and skill that is acquired in one experience becomes the foundation by which the learner adapts to new experiences” (p.27).
Kolb (1984) proposes “learning occurs when an event is followed
by reflection and then critical discourse after which the learner
modifies their actions” (p.21).
Daloz(1999) states that “mentors are a key part on our transformation reminding us that we can indeed survive the terror of our journey and undergo transformation by moving through not around our fears” (p.18).
The nursing resident will integrate theory into practice by using the metacognitive skills of critical thinking and problem solving to determine priority-nursing actions in two clinical simulations.
Gasper, M.L. & Dillon, P.M. (2012). Clinical simulations for nursing education: Learner volume. (p. 431). Philadelphia, PA: F.A. Davis Company
Run simulation earlier in the Residency Program
Use simulation as a formative assessment that factors into summative evaluation process
Include simulation throughout the student’s academic career to assess achievement of higher level skills and better prepare the graduate nurse for practice (Bensfield, Horsley, & Leann, 2012).
Simulation provides an effective means to evaluate practitioner safety and competency (Beyea, van Reyn, & Slattery, 2008)
Preparation is a key ingredient to enhancing
the fidelity of a simulation
Effective debriefing is essential to the learning process (Dreifuerst, 2009).
Use simulation as a means to validate skill attainment and competency in the new graduate and experienced RN
Classic New Nurse Orientation
Beyea, S. C., van Reyn, S., & Slattery, M. J. (2008). A nurse residency program for competency development using human patient simulation. Journal for Nurses in Staff Development, 23(2), 77-82.
Bensfield, L. A., Olech, M. J., & Horsley, T. L. (2012). Simulation for high-stakes evaluation in nursing. Nurse Educator March/April, 37(2), 71-74.
Daloz, L.A. (1999). Mentor: Guiding the Journey of Adult Learners. San Francisco, CA: Jossey-Bass.
Dreifuerst, K. (2009). The essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspective 30, (2).
Gasper, M.L. & Dillon, P.M. (2012). Clinical simulations for nursing education: Learner Volume. Philadelphia, PA: F.A. Davis Company.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
NLN, (2009). Chronic Obstructive Pulmonary Disease – Oxygen Therapy VitalSim Scenario. Laerdal Medical Corporation.
Tanner, C. (2009). The Case for Cases: A Pedagogy for Developing Habits of Thought. Journal of Nursing Education, 48(6), 299.
Taylor, E.W. (1998). The theory and practice of transformational learning: A critical review. Columbus, Ohio.