Webinars

 

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

 

 

Christine Heid PhD, MSN/Ed,
RN, CNE, CHSE

Bio

Description:

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.

CNE: 1

Purchase Access to this Webinar

 

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

Andrew E. Spain, MA, EMT-P

 

Description:

Learners will have gained knowledge as to the importance, value of obtaining the CHSE-A credential, which include an understanding of the CHSE-A portfolio application process, specifically the essential components of and construction of a portfolio application.

CNE: 1

Purchase Access to this Webinar

 

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.

 

Description:

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.

Purchase Access to this Webinar

 

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.

 

 

Mary Anne Rizzolo, EdD, RN, FAAN, ANEF, FSSH
Bio

Lee-Anne Stephen, MN, RN, BN
Bio

Tonya Schneidereith, PhD, CRNP, PPCNP-BC, CPNP-AC, CNE, CHSE-A
Bio

Description:

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.

CNE: 1

Purchase Access to this Webinar

 

Marian Luctar-FludeMarian Luctar-Flude, RN, PhD, CCSNE
@marianlfude
Bio

Description:

This webinar will explore the Canadian Alliance of Nurse Educators using Simulation (CAN-Sim) website and resources including virtual simulation games.

Purchase Access to this Webinar

 

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.

 

 

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.

Description:

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.

Purchase Access to this Webinar

 

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

 

 

Margaret Verkuyl NP: PHC, MN
Bio

Description:

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.

Purchase Access to this Webinar

 

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.

 

 

Melanie Cason, PhD, RN, CNE, CHSE
Bio

Description:

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.

CNE: 1

Purchase Access to this Webinar

 

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.

 

 

Nicole Petsas Blodgett, PhD, RN
Bio

Description:

Learn how to efficiently use faculty teaching time in medical, surgical, and clinical and simulation-based learning experiences.

CNE: 1

Purchase Access to this Webinar

 

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.

 

 

Nicole Blodgett, PhD, RN
Bio

Description:

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.

Purchase Access to this Webinar

 

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.

 

 

Susan Henley Hébert MSMS, RN, CHSE
Bio

Tony Errichetti, PhD, CHSE
Bio

Description:

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.

Purchase Access to this Webinar

 

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.

 

 

Cynthia ForondaCynthia Foronda, PhD, RN, CNE, CHSE, ANEF
@CForondaPhDRN

Description:

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.

Purchase Access to this Webinar

 

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.

 

 

Sabrina Beroz, DNP, RN, CHSE-A
@BerozSabrina
LinkedIn

Description:

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.

Purchase Access to this Webinar

 

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

 

 

Lourdes Cody, MSN/Ed, RN, CHSE, CNE
Bio

Shelly Crager, MSN, CCRN-K, CNE
Bio

Description:

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.

CNE: 1

Purchase Access to this Webinar

 

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.

 

 

Julie Hollenbeck, M.Ed., R.T.(T)
Bio

Carman Turkelson
Bio

Description:

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.

CNE: 1

Purchase Access to this Webinar

 

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

 

Description:

Learners will have gained knowledge as to the use of technology to increase the number and quality of Sim-IPE activities through its ability to include students who are in on-line/distance academic programs. After attending this webinar the learner will have an increased knowledge of how multiple modalities could be utilized to include distance health professions students in synchronous Sim-IPE activities.

CNE: 1

Purchase Access to this Webinar

 

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

 

 

Bryan Dang BSN, RN, PHN
Bio

Michelle Aebersold PhD, RN, CHSE, FAAN
Bio

Description:

Learn how to describe immersive digital content and about the development of criteria surrounding use of virtual reality in simulation.

CNE: 1

Purchase Access to this Webinar

 

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

 

 

Colette Foisy-Doll
Bio

Suzie Kardong-Edgren
Bio

Kim Leighton
Bio

Donna McDermott
Bio

Tonya Schneidereith
Bio

Description:

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.

CNE: 1

Purchase Access to this Webinar

 

Regular Pricing

Member: $15.00

Non-member: $99.00

Equity Pricing

INACSL is committed to ensuring all simulation education professionals have access to membership. Equity Pricing for INACSL's Individual Membership allows you to join at a rate and purchase online content at a price consistent with your ability to pay based on your country of residence. Equity pricing for online purchases is only available to members. Determine your category by finding your country here.

Webinar Equity Pricing Member Rates (USD$):

Category A: $15.00

Category B: $8.07

Category C: $3.86

Category D: $0.83

Not an INACSL Member? For More Information, click here.

 

Interested in being a webinar speaker?

Submit Abstract        EPT Tutorial

 

 

Accredited

 

The International Nursing Association for Clinical Simulation and Learning is accredited as a provider of continuing nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.


ALL MATERIALS ARE COPYRIGHT OF THE PRESENTERS AND/OR INACSL AND MAY NOT BE USED FOR ANY PURPOSE OTHER THAN MEMBER EDUCATION WITHOUT PERMISSION FROM THE INACSL. IN ADDITION, THE MATERIALS, MAY NOT BE COPIED OR DISTRIBUTED, IN WHOLE OR IN PART, WITHOUT PRIOR WRITTEN PERMISSION.

INACSL materials are often provided by industry subject matter experts. The information and opinions expressed are for educational purposes only and are based on current practice, industry related-knowledge and business expertise. The practices may not have been independently vetted and are neither approved nor endorsed by INACSL.