INACSL: Tell us about your personal and professional background.
Rose: I am originally from a little town called Half-Assini in Ghana, West Africa. I have been living in the USA for the past 21 years. I am a wife and mother of three children, my oldest daughter is in college, my son is a senior in high school, and my last baby girl is five years old and we now live in Gardner, Massachusetts.
Professionally, I have been a Registered Nurse since 2008. I have experience in Medical-Surgical, Transitional care unit, home care and as a delegating nurse for adults with developmental disabilities. I started working as a clinical instructor in 2009 at Montgomery College and fell in love with the job. So, I pursued a Masters of Nursing Education in 2013 and a PhD in Nursing specializing in Simulation in 2018. I am currently an Assistant Professor of Nursing and among the lead simulation faculty at Fitchburg State University in Massachusetts, where I have been since the fall of 2018.
INACSL: How did you become interested in simulation?
Rose: I was privileged to be selected to attend the Maryland Faculty Academy for Simulation Teaching in 2010, and in 2013, I was taught by Dr. Pam Jeffries at Johns Hopkins University. Once I understood the principles of simulation, I became the simulation coordinator at Montgomery College from 2012 until 2018. My dissertation, “Faculty Competence in Facilitating Clinical Simulation,” is influencing my work now. The results of my dissertation study have confirmed that there exists a gap in which faculty without formal education may not be aware of their lack of competence and what training they need so that they can be effective in facilitating clinical simulation. I was also privileged to be in the National League of Nursing Simulation Leadership program under Sue Forneris and Mary Anne Rizzolo, leaders in nursing simulation.
INACSL: Explain your current role in simulation. Please elaborate.
Rose: Currently, I am an Assistant Professor at Fitchburg State University. I am helping to integrate simulation in all nursing courses with a clinical component. We are going to experiment with a module we call “limited resource simulation plan.” I will be facilitating most of the simulation using the INACSL Standards of Best Practice. I will be training the faculty as we go and will evaluate them so they can facilitate their respective course simulation.
INACSL: What value do you see in simulation as a teaching-learning strategy?
Rose: Simulation allows the faculty to provide a safe learning environment that is learner-centered. The learning activity allows students to be in the role of a practicing nurse, so even when they make mistakes they are made without hurting a real human being. Also, students have the opportunity to learn from their mistakes and are able to transfer that knowledge to practice.
INACSL: How have the INACSL Standards of Best Practice impacted your simulation program?
Rose: The INACSL Standards of Best Practice have been the major foundation of the integration of simulation into our simulation program and also serve as the principles for educating faculty in facilitating simulation. The INACSL Standards of Best Practice also serve as a reference document that faculty can refer to when facilitating simulation.
INACSL: In closing, what advice do you have for simulation educators?
Rose: Simulation is the best thing that has happened to nursing education. I would recommend that everyone get involved in nursing simulation, learn, network with other simulation educators, and continue to teach the art and science of simulation. Faculty facilitating simulation can have a significant impact on students’ outcomes.