Learning Objectives:

1. Define clinical competence and screen-based simulation
2. Identify how screen-based simulation can facilitate the development of clinical competence
3. Discuss strategies for incorporating screen-based simulation into the nursing curriculum

Penni I. Watts, PhD, RN, CHSE-A

Andrew E. Spain, MA, EMT-P

Cindra Holland, DNP, RNC-OB, C-EFM, ACNS-BC
Cindra Holland, DNP, RNC-OB, C-EFM, ACNS-BC has been a nurse for 35 years and a nurse educator for 20 years teaching doctoral, masters and undergraduate nursing students. She earned her Master’s degree at Wright State University as an Adult Health Clinical Nurse Specialist and a DNP at Wright State University and University of Toledo. Her passion and scholarship focus is to use strategies to engage learners to promote student success. Dr. Holland currently teaches undergraduate nursing students in an active learning classroom environment at Wright State University in Dayton, Ohio.

Sharon Farra, PhD RN, CNE, CHSE, NHDP-BC
Dr. Farra is a Professor at Wright State University and the Blanke Endowed Chair of Research. Her scholarship is focused on the use of digital simulation in healthcare education. Dr. Farra has been funded by AHRQ, STTI, ACHNE and other organizations to examine learning outcomes following various types of digital simulation. As a leading scholar in the exploration of digital technologies, she has studied virtual reality and augmented reality. In addition, Dr. Farra has examined the experiences of participants in live disaster exercises including both biological/self-reported indicators of stress and performance outcomes. Her findings are disseminated through peer-reviewed journals and presentations. Dr. Farra was the recipient of the 2018 AACN, Scholarship of Teaching and Learning Excellence Award.

Thomas Wischgoll, PhD
Thomas Wischgoll received his Master's degree in computer science in 1998 from the University of Kaiserslautern, Germany, and his PhD from the same institution in 2002. He was working as a post-doctoral researcher at the University of California, Irvine until 2005 and is currently a full professor and NCR Endowed Chair at Wright State University. His research interests include scientific visualization, flow and scientific visualization, virtual environments and display technologies, as well as biomedical imaging and visualization. Dr. Wischgoll devised various display systems for virtual reality applications, ranging from head-mounted displays to full-scale walkable immersive systems, and applied these display systems to different virtual reality applications, including highly immersive experiments involving human subjects for a better understanding of human behavior. His research work in the field of large-scale, scientific visualization and analysis resulted in more than ninety peer-reviewed publications, including IEEE and ACM.

Marlene Stuber MS, RN, CHSE
Marlene Stuber is the Director of Simulation in the College of Nursing and Health at Wright State University. She has extensive experience in development and execution of simulation adapting to the ever-changing curriculum and simulation products over the past 12 years at Wright State University. In addition to actively developing and running simulations for the college of nursing, Marlene also has assisted in mock disaster multi-day courses involving simulators and mock student injuries. She has created various simulated experiential learning experiences to enhance the student’s development of critical thinking skills. Marlene’s experience in the field and as a Nursing Educator has provided a beneficial background to make simulation a critical part of Wright State’s nursing program. In 2020, she received the President’s University Outstanding NTE Teaching Award related to innovative and created simulation teaching.

Learning Objectives:

• Describe the goals and intended outcomes of the ACE.P project.
• Explore use of unfolding cases as a teaching strategy to enhance student knowledge of population health and social determinants of health.
• Outline a plan for thoughtful integration of the ACE.P unfolding cases into the curriculum.

Learning Objectives:

• Upon completion, the participant will be able to describe the current state of the science regarding the use of different roles in simulation.
• Upon completion, the participant will be able to discuss the findings of an experimental study exploring the use of active participant and observer roles in simulation.
• Upon completion, the participant will be able to describe the impact of this research study to their own simulation program or research.

Learning Objectives:

• Understand the development and assessment of virtual gaming simulations
• Increase their understanding of ways to use virtual gaming simulations to meet learning outcomes
• Experience playing up to five virtual gaming solutions

Learning Objectives:

• Determine the importance of providing a common language for clinical judgment development of undergraduate simulation experiences.
• Apply the Lasater Clinical Judgment Rubric in a progressive way throughout all levels of learning with simulation.
• Evaluate the potential consequences of scaffolding the LCJR with simulation.

Learning Objectives:

• Describe the how to reduce reliance on clinical sites by using simulation.
• Describe how to efficiently manage simulation faculty workload.
• Create a plan for simulation as clinical subsitution at your facility.

Learning Objectives:

• Name the titles and key elements of the INACSL Standards of Best Practice: Simulation℠
• Describe examples of operationalizing the INACSL Standards of Best Practice: Simulation℠
• Reflect if the INACSL Standards of Best Practice: Simulation℠ are correctly executed at their institutions.

Learning Objectives:

• Describe the similarities and differences in how communication is assessed through standardized patients in medical and advanced practice nursing education.
• Describe the characteristics of communication assessment rubrics, specifically, communication checklists and communication rating scales.
• Describe how communication assessment in medical education and advanced practice nursing reflect differences in their respective core competencies, practices, philosophies and focuses of care.

Learning Objectives:

1. Summarize the evidence associated with virtual simulation in nursing education
2. Consider policy implications related to substituting virtual simulation for clinical practice hours
3. Identify resources to assist nurse educators with the transition of providing clinical experiences virtually.

Learning Objectives:

Upon completion of the micro webinar, the participant will be able to:

1. List the essential elements of the INACSL Standards of Best Practice: Simulation for virtual simulation.
2. Describe examples of operationalizing the INACSL Standards of Best Practice: Simulation for virtual simulation.

Learning Objectives:

• Define critical reflection, ongoing reflection, deliberate practice
• Describe the logistics of running simulated patient scenarios
• Discuss alternatives of simulation to use patient scenarios to improve skill acquisition
• Design skills check validation with intentional deliberate practice

Learning Objectives:

• Define situational awareness and cognitive bias and their impact on patient outcomes.
• Describe how a simulation enhanced interprofessional education (Sim-IPE) experience focusing on situational awareness was developed to promote recognition of individual professional cognitive biases that may negatively impact patient care.
• Discuss strategies to facilitate awareness and recognition of cognitive bias and methods to reduce the risk in future healthcare professional students.

Megan Keiser, RN, DNP, CNRN, SCRN, CHSE, ACNS-BC, NP-C
Carman Turkelson, DNP, RN, CCRN-K, CHSE-A

Learning Objectives:

• Attendees will be able to describe the 4 types of experiences which immersive VR can and should be used to produce.
• Attendees will distinguish immersive VR from other forms of virtual learning mediums.
• Attendees will explain what unique effects immersive VR has upon learners

Learning Objectives:

• Define VUCA
• Consider the current and future state of simulation in your areas of practice in the age of VUCA.
• Provide 3 strategies to manage VUCA in your own organization