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

Learning Objectives:

• Describe the type of economic evaluation used in healthcare and education
• Explain the steps required to complete a cost-utility analysis
• Calculate the cost-utility of a simulation-based educational activity

Learning Objectives:

• Outline the development of simultaneous multi-patient simulations (SMPS) at TAMUCC's Islander Regional Hospital.
• Describe the incorporation of Interprofessional Education activities into the SMPS experiences.
• Discuss challenges regarding the use of SMPS

Learning Objectives:

• Describe the INACSL Standards of Best Practice: Simulation Operations.
• Enhance learner knowledge of the Standards of Best Practice: Simulation Operations
• Identify one practice are in which to integrate the Standard

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:

• 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:

• 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:

• 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