{"id":689,"date":"2018-03-08T00:04:11","date_gmt":"2018-03-08T00:04:11","guid":{"rendered":"http:\/\/www.virginiasimulationallianceinc.org\/wordpress\/?p=689"},"modified":"2018-03-08T00:04:11","modified_gmt":"2018-03-08T00:04:11","slug":"historical-documents","status":"publish","type":"post","link":"https:\/\/www.virginiasimulationallianceinc.org\/wordpress\/historical-documents\/","title":{"rendered":"Historical Documents"},"content":{"rendered":"

Use of Simulation in Nursing Education: The Virginia State Simulation Alliance Position Statement<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

September 2008<\/strong><\/p>\n

 <\/p>\n

During this critical time of nursing and nursing faculty shortages, compacted with limited clinical sites, the use of simulated clinical learning experiences paves the way to manage these crucial issues.\u00a0 At the same time it is imperative that clinical simulated learning experiences are authentic in order to provide students with appropriate learning experiences that will provide optimum healthcare provider and patient outcomes upon transitioning into an actual healthcare setting.\u00a0 To that end, the Virginia State Simulation Alliance offers the following information and guidelines to assist regulation agencies when developing policies for the use of simulation in nursing education.<\/p>\n

 <\/p>\n

Clinical Simulation Defined:<\/strong><\/p>\n

Clinical simulation is an active event or experience in which students are immersed into a realistic clinical environment or situation.\u00a0 The simulated experience incorporates clinical objectives, pre-assessment, student preparation, orientation, debriefing, student evaluation, and faculty involvement.\u00a0 During this authentic clinical experience learners are required to integrate and synthesize core concepts and knowledge; apply appropriate interpersonal and psychomotor skills as well as incorporate critical thinking and decision making skills using a process involving assessment, intervention and evaluation.<\/p>\n

 <\/p>\n

Clinical Simulation Scenarios or Experiences:<\/strong><\/p>\n

Simulation scenarios are based on theoretical concepts and scientific knowledge and must be tied to clinical content and objectives.\u00a0 Simulated clinical experiences incorporate videotaping, debriefing and discussion about course content and the simulated clinical experience.<\/p>\n

 <\/p>\n

Time Frame of a Clinical Simulation Experience:<\/strong><\/p>\n

A simulated clinical experience is considered to be a compressed simulation experience in which clinical time is accelerated to meet the needs of the clinical objectives and desired clinical outcomes.\u00a0 Per research by the National League for Nursing Simulation Research Team, the minimum time frame for a simulation experience is 15-30 minutes and it should have a specific focus on selected educational objectives.<\/p>\n

 <\/p>\n

Simulation Group Size & Participants\u2019 Role:<\/strong><\/p>\n

Per research, the optimum group size for a clinical simulation experience is 2-6 participants.\u00a0 Individuals participating in simulations have active roles.\u00a0 All members of the simulation experience takes part in the debriefing experience as the debriefing is a crucial part of the simulated learning experience.<\/p>\n

 <\/p>\n

Student Evaluation:<\/strong><\/p>\n

Evaluation of the clinical simulation experience should be consistent with the direct clinical evaluation process.<\/p>\n

 <\/p>\n

Percentage allocation of Clinical Simulated Experiences:<\/strong><\/p>\n

Each program can use up to 25% of the required direct patient contact hours for simulation.\u00a0 Each program can use any additional program hours for direct or simulated clinical experiences.\u00a0 A program cannot substitute more than 50% of direct contact hours for any one course with simulation.<\/p>\n

 <\/p>\n

References:<\/strong><\/p>\n

Childress, R.M., Jefferies, P.R,, Dixon, C.F. \u201cUsing Collaboration to Enhance the Effectiveness of Simulated Learning in Nursing Education\u201d, in Jeffries, P.R. (Ed.) (2007).\u00a0 Simulation in nursing education: From conceptualization to evaluation<\/u> . New York, NY:\u00a0 National League for Nursing.<\/p>\n

 <\/p>\n

Childs JC, Seeples S. Clinical teaching by simulation: Lessons learned from a complex patient care scenario. Nurse Education Perspective 2006;27(3):154-8.<\/p>\n

 <\/p>\n

Durham, C. F., & Alden, K. R. Enhancing Patient Safety in Nursing Education Through Patient Simulation<\/em>, in <\/strong>Hughes, R. G. (Ed.) (2008). <\/strong>Patient Safety and Quality: An Evidence-Based Handbook for Nurses.\u00a0 <\/u>Agency for Healthcare Research and Quality U.S. Department of Health and Human Services, Rockville, MD.<\/p>\n

\u00a0<\/strong><\/p>\n

Gordon JA, Wilkerson W, Shaffer DW, et al. Practicing medicine without risk: students\u2019 and educators\u2019 responses to high-fidelity patient simulation. Academic Medicine 2001;76:469-72.<\/p>\n

 <\/p>\n

Jeffries, P.R. (Ed.) (2007).\u00a0 Simulation in nursing education: From conceptualization to evaluation<\/u> . New York, NY:\u00a0 National League for Nursing. (NLN\/Laerdal Research Group\u2019s Simulation Book).<\/p>\n

 <\/p>\n

Jeffries P. A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nurse Education Perspective 2005;26, 96-103.<\/p>\n

 <\/p>\n

Long, K. A. (2004).\u00a0 Preparing nurses for the 21st<\/sup> century: Reenvisioning nursing education and practice.\u00a0 Journal of Professional Nursing, 20(2), 82-88.<\/p>\n

 <\/p>\n

Maddox, P. J., Wakefield, M. & Bull, J. (2001).\u00a0 Patient safety and the need for professional and educational change.\u00a0 Nursing Outlook, 49(1), 8 \u2013 13.<\/p>\n

 <\/p>\n

Rauen C. Using simulation to teach critical thinking skill: you can\u2019t just throw the book at them. Critical Care Nurse Clinics of North America 2001;13:93-103.<\/p>\n

 <\/p>\n

Salas, E., & Burke, C. S. (2002). Simulation for training is effective when\u2026\u00a0 Quality & Safety in Health Care. 11, 119-120.<\/p>\n

 <\/p>\n

Suling, L.\u00a0 The role of simulation in nursing education: A regulatory perspective.\u00a0 Presentation by National Council of State Board of Nursing member at the April 22, 2007 ACN Hot Issues Conference<\/p>\n

 <\/p>\n

 <\/p>\n

Weis PA, Guyton-Simmons J. A computer simulation for teaching critical thinking skills. Nurse Educator 1998 Mar-Apr;23:30-3.<\/p>\n","protected":false},"excerpt":{"rendered":"

Use of Simulation in Nursing Education: The Virginia State Simulation Alliance Position Statement \u00a0 \u00a0 September 2008   During this critical time of nursing and nursing faculty shortages, compacted with […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_uag_custom_page_level_css":"","footnotes":""},"categories":[2],"tags":[],"class_list":["post-689","post","type-post","status-publish","format-standard","hentry","category-history"],"yoast_head":"\nHistorical Documents - VASSA<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.virginiasimulationallianceinc.org\/wordpress\/historical-documents\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta 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