Students struggle to relate classroom learning to clinical experiences. In this webinar, identify strategies to incorporate screen-based simulation into your teaching to support student development of clinical competence.
Margaret Verkuyl, NP, PHC, MN
Margaret Verkuyl NP PHC, MN is a Professor (Nursing) at Centennial College and an adjunct lecturer at the University of Toronto. She develops and studies virtual simulations and has extensive experience in technology-enabled learning platforms.. These simulations won seven prestigious local, national and international awards. Most recently, she developed an open access Virtual Healthcare Experience with 6 different virtual gaming simulations and an e-textbook. She has published a number of qualitative and mixed methods research articles and has authored a book chapter on topic of virtual simulations.
An examination of virtual simulation why experts attest to it and are an advocate for it.
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.
This webinar is hosted by the Virtual Simulation Special Interest Group (SIG). Experiential learning involves various aspects of student involvement where course content is applied to enhance knowledge. The future of nursing education must focus on incorporation of different types of active learning strategies to assist students to make the link between classroom content and the clinical practice environment. As a result of a collaboration between nursing and engineering at Wright State University, undergraduate nursing students used Augmented Reality (AR) to enhance heart and lung assessment techniques. Students used the AR device to visualize the thorax, rib cage and internal chest organs, which aided in correct stethoscope placement when learning physical assessment of the heart and lungs. Results of this project indicated that AR improved knowledge acquisition of physical assessment skills.
Research has shown health disparities are linked to social, economic and environmental disadvantages and that large segments of the population face greater obstacles to achieving good health (National Academies of Sciences, Engineering, and Medicine, 2016). Nurses are in unique positions to identify barriers related to social determinants of health and direct patients to resources that can assist in overcoming them. Watch this webinar to learn how to incorporate these concepts into your curriculum.
Kyle Johnson, BSN, MSN, PhD
Brandon “Kyle” Johnson is an Associate Professor and the Clinical/Simulation Director for the Traditional Undergraduate Nursing program at Texas Tech University Health Sciences Center in Lubbock, TX. He earned a BSN from Texas Tech University HSC, a MSN from Lubbock Christian University, and a PhD in Nursing Science Indiana University. His program of research focuses on best practices in simulation and use of observer roles, observational and experiential learning, debriefing, and knowledge instrument development and testing. His involvement in INACSL includes serving as a member on the Social Media committee and he is also the previous INACSL co-chair and current committee member of the Regional Simulation Workshop committee.
Currently, most literature supports there is no significant difference between active participants and observers in simulation. Many studies have required additional activities for students in the observer role to increase engagement, yet, the INACSL Standards of Best Practice do not provide any specifics as to what observers should or should not be doing in simulation. In this webinar hosted by Kyle Johnson the learner will understand the current state of the science regarding observers in simulation, theoretical support and limitations, and how the results of an experimental study both expand on previous literature and advocate for more research in the area of observational learning. Additionally, the learner will be able to articulate strategies to implement observational learning into their simulation program or research regarding the use of observers in simulation. The learner will be able to describe how observational learning can incorporate constructs within experiential learning to better understand and advocate that those in observer roles can indeed undergo experiential learning processes.
Virtual gaming simulations give learners the opportunity to conduct an assessment and engage in clinical decision-making. In addition, the quantitative and qualitative studies completed to date on these games overwhelmingly support positive outcomes of this learning strategy. This experiential session provides you the opportunity to encounter pediatric, mental health/violence, and perinatal care simulations, learn how they have been integrated into nursing curricula and learn the study results to date.
Teaching and developing clinical judgment are challenges for nursing educators. You need a simulation evaluation instrument that provides a common language for you to discuss this topic with your students. In this webinar, learn how to use the Lasater Clinical Judgment Rubric to increase and evaluate your students’ clinical judgment skill acquisition with simulation.
Learn how to efficiently use faculty teaching time in medical, surgical, and clinical and simulation-based learning experiences.
It’s important for simulation educators to stay updated on The INACSL Standards of Best Practice: Simulation™ as they are revised regularly to reflect the latest evidence. In this webinar, get a complete review of the The INACSL Standards as of September 2019. This presentation encompasses the most recent full revision in November 2016 and the Operations Standard, which was added in December 2017.
In Advance Practice Registered Nursing (APRN) and medical programs, there is a lack of knowledge surrounding standardized patient use. In this webinar, learn how to describe the current state of standardized patient use and understand the need for using recommended standardized patient best practices in medical and APRN programs.
This webinar presents the evidence to support virtual simulation as an effective pedagogy. Legislative restrictions and recommendations for policymakers during the pandemic are discussed. Resources to assist nurse educators with virtual simulation sources are provided.
Upon completion of the micro webinar, the participant will be able to:
This micro webinar provides the simulation educator with the essential elements of the INACSL Standards of Best Practice: Simulation when developing, implementing and evaluating virtual simulation experiences.
Increase your knowledge and ability to evaluate a simulated experience using a GoPro™ and multiple patient electronic health records. This will allow you to promote critical reflection and deliberate practice during simulation activities.
The purpose of this presentation is to demonstrate the importance of interprofessional educational (IPE) activities to promote critical thinking habits in our future healthcare professionals. By sharing the House of Horrors IPE activity, we hope participants will understand the importance of making health care professionals aware of cognitive biases.
Learn how to describe immersive digital content and about the development of criteria surrounding use of virtual reality in simulation.
Nurses in simulation around the world are seeking new methods of thinking about and providing simulation during and after the pandemic. During the pandemic, guidelines are changing frequently, plans for hospital and academic based simulation moving forward are unstable. Students are not allowed onto campus or to hospitals. When they do come back, new cleaning and distancing rules will change how simulation is provided. Gathering information about how other sites and countries are handling simulation education during and potentially post pandemic may be useful. There is no need to reinvent the wheel. How others have handled the Volatility, Uncertainty, Complexity, Ambiguity (VUCA) phenomenon may be reassuring. This webinar will provide ideas and insights on how the simulation community can handle the VUCA phenomenon.
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