Simulation: Winning with a Faculty Training Website Repository INACSL 2013
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Simulation: Winning with a Faculty Training Website Repository INACSL 2013
- 1. Full House Participation: Winning with a Faculty Training Website Lori Lioce, DNP, FNP-BC, CHSE University of Alabama Huntsville College of Nursing Lab Coordination & Management: ADVANCED
- 2. Vice President of Operations, INACSL Board of Directors DISCLOSURES No simulators or product endorsements are made in this presentation. Alabama State Representative, American Academy of Nurse Practitioners Adjunct Faculty, CAE Healthcare Clinical Assistant Professor and Simulation Coordinator, University of Alabama Huntsville College of Nursing Lioce, 2013
- 3. Identify program framework Evidence Based Simulation Practice Objectives Retaining and building facilitator expertise Determine method of dissemination Users/accessibility Design layout Crucial elements Orient users Training, utilization, quality improvement Phase 4 Phase 1 Phase 2 Phase 3 Lioce, 2013
- 4. Research Best Practice Theoretical & Simulation 1. Identify program framework Faculty, Educator, Facilitator, Clinician 0 10 20 30 40 Innovators Early Adopters Early Majority Late Majority Laggards Rogers Adoption UAH Adoption Curriculum Objectives Educational Objectives. Faculty Objectives (Rogers, 2011) Lioce, 2013
- 5. Multiple platforms available • ANGEL, BLACBOARD, WEBCT • Drop-box • Google Docs • Computer Based Learning Modules (CBLs) • Who should have access • Protection 2. Determine method of dissemination Users/accessibility Lioce, 2013
- 6. Introduction How to use this site Humor/Video Manage Content Administrative Users Layering Dating Viewed/Hidden Specialized Research Considerations 3. Design layout Crucial elements Reporting capabilities Usage Access Lioce, 2013
- 7. 4. Orient Users • Plan a formal launch • Include directors, staff, for design & launch • Require access for preparation (repository) • Establish an expert user groups • Simulation Course/Department Champions • Simulation Task Force • Research Team • Archive Training, utilization, quality improvement Lioce, 2013
- 9. TRAINING SITE DEMONSTRATION ON-DEMAND 24/7 Facilitator Access Lioce, 2013
- 10. Create a course shell • Add faculty (*no GTA/student access) Lioce, 2013
- 11. Course Home Page • Guide user Lioce, 2013
- 12. Course Intro • Guide the user • Include Humor or motivation Lioce, 2013
- 13. Easy Access One button access to all training elements Lioce, 2013
- 14. Lessons: Folders • Create folders to subdivide training elements • Prioritize Lioce, 2013
- 15. Pages Scenarios •Manufacturer/Model •List •Faculty document •Learner document •Scan Manual (sections) •SIM scenario design forms Literature •Classic Articles •Debriefing •Fidelity &Moulage •Hx SIM white paper Framework •Sim structure •Daily agenda, forms •Participant Orientation •Initial Training Standards of Best Practice: Simulation • Standard 1-7 Meet our simulators •Manufacturer & Model •Low, Med & High Fidelity • Brochure (PDF) • Website Lioce, 2013
- 16. Initial Training Implementation Vital for successful change Incorporate updates into standing meetings; by simulation champions Require as orientation of new staff Incorporate positive praise and mentorship Lioce, 2013
- 17. Monitor usage Tips for Success Develop strategic plan Survey users Offer hands on training each semester Lioce, 2013
- 18. References 1. Arundell, F., &Cioffi, J. (2005). Using a simulation strategy: An educator’s experience. Nurse Education in Practice, 5. 2. Kaakinen, J., &Arwood, E. (2009). Systematic review of nursing simulation literature for use of learning theory. International Journal of Nursing Education Scholarship, (6)1. 3. Lioce, L. (2010). University of Alabama Huntsville College of Nursing: Charger hospital faculty simulation center. Retrieved from https://angel.uah.edu/section/default.asp?id=Charger%5FHospital 4. Learning Theories Knowledgebase (2011). Discovery Learning (Bruner). Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html 5. Rogers, E. (2011). Rogers Model for the Adoption and Diffusion of Innovations downloaded fromhttp://www.valuebasedmanagement.net/methods_rogers_innovation_adoption_c urve.html 6. Waldner, M., & Olson, J. (2007). Taking the patient to the classroom: Applying theoretical frameworks to simulation in nursing education. International Journal of Nursing Education Scholarship, (4)1. Lioce, 2013
Editor's Notes
- Want to improve your facilitator's experse, planning capabilies, and provide a consistent simulaon framework?This presentaon will demonstrate and discuss a facilitator training web site, smulatecreavity and explore modernmethods of training via an electronic repository that allows 24/7 access for training on-demand. Parcipants willleave the presentaon with the ability to envision and build a facilitator training site through their own classroommanagement soware. No fees, no cost, just an investment of your me yielding a soluon to facilitator trainingbarriers
- Adoption of simulation or any new technology within a curriculum will meet resistance and why shouldn’t it? Change made too quickly or too slowly may have adverse outcomes. Utilizing the strength of each of the five characteristics in diffusion of innovation ideologies must be viewed as the key to integrating new concepts related to engagement and diffusion of innovation.Administration & staff analysis Assess motivation & readiness Assess experience & interest Identify resources and needsInnovation adaption curve with standard percentages of each type of characteristic found in a given group of employees.Thefive categories of adoption of innovation:According to Rogers (2011), innovative faculty are “brave people, pulling the change. Important in communication.”According to Rogers (2011), early adopter faculty are “respectable people, opinion leaders, try out new ideas, but in careful ways.”According to Rogers (2011), early majority faculty are “thoughtful people, careful but accepting change more quickly than the average.”According to Rogers (2011), Late majority faculty are “skeptic people, will use new ideas…when majority is using it.”According to Rogers (2011), laggard faculty are “traditional people, caring for the “old ways”, are critical toward new ideas and will only accept if the new idea has become mainstream or even tradition.”By completing this analysis you can identify the method to engage each category of faculty Utilize praise in faculty meeting or emails for appropriate actions.Send these faculties to conferences (INACSL) to learn and discuss simulation in a non-threatening environment. The same issues are common in every setting and understanding the facilitator/faculty, identifying the characteristics, and formulating a plan makes the change in learning/teaching methods and integration of simulation- less personal. Implementation is a slow process and all of these characteristics play a role in successful outcomes.
- Make information only
- 24/7 access for training on-demand
- Framework include participant evaluation form, observational tool, SBAR, etc…Course Folders include EBP articles, documentation, clinical toolsEvaulationfolders course, & program moving to course (piloted this semester)Need a complete one stop shop