A Simulation Integration Strategy: Building in Capability and Sustainability

•Utilization of simulation and new innovation education technologies in the nursing education programs through authentic replication of clinical nursing experiences in a virtual hospital environment

MISSION

•To advance the commitment to develop simulation curriculum and lead simulation clinical innovations experiences for competency-based practice for the pre-licensure, experienced, and graduate nursing programs

•Expand the role of professional nursing simulation teaching practices in health profession workforce development

•Clinical education and the integration of innovative simulation education methods and research approaches to ensure quality and safety in care management practices.

OBJECTIVES

•Establish organizational structure, policies and procedures

•Coordination of the integration of the system networks

•Expand the simulation development network partners.

STRATEGIES

•Establish

•The operations and implementation schedule of the clinical simulation laboratories.

•The simulation laboratory faculty orientation

•Development plan based on evidence-based simulation clinical teaching practice assessment and approaches to complement a curriculum integration matrix design

•Coordinate

•For equipment needs, lab simulators installation, virtual lab out-fittings, computer software, audio-visual hardware specifications

•Lab staffing planning for clinical task and scenario practice education connections

•Expand

•To address needs for structured mentorships

•For lab faculty training, simulation clinician-based lessons learned, roles differentiation in simulation training personnel

•To determine target audiences and marketing strategies for quality clinical simulation education planning activities

TECHNIQUES

PHASE ONE Outfitting of laboratories

•Obtain adult, child, and baby high fidelity mannequins

•Obtain video and audio technology network for simulations

•Design evidence-based testing prototype for blending of simulation integration system technologies

PHASE TWO Establish

Philosophy

•Establish patient rooms in a realistic clinical set-up for environmental relevant

•Process access to room settings designed for discussion, debriefing or further didactic instruction

• Identify or hire key clinical faculty for clinical simulation education curriculum team

•Arrange for trainings and methods application practice

•Write policies, procedures and general lab rules

PHASE THREE Availability for

programs

•Scheduling

•Simulation lab times

•Simulation clinical experiences

•Training for key clinical faculty/content experts

•Simulation practice fidelity testing for outcome measurement of process performance

•Deployment

•Business Plan

• Integration into Curricula

Rena G. Boss-Victoria, DrPH, MPH, MS, RN, CNSAssociate Professor and Director, Simulation CenterHelene Fuld School of NursingMarcella Copes, RN, PhD, DeanCoppin State UniversityBaltimore, Maryland 21216

Contact Info: drbossvictoria@aol.com

#1 Needs/

Resources

#2 Goals

#3 Best Practices

#4 Fit

#5 Capacities#6 Plan

# 7 Implementation/

Process Evaluation

#8 Outcome Evaluation

# 9 Improve/ CQI

#10 Sustain

Capability, in the context of this model, refers to the ability of (an institution, the program, and/or faculty) to ensure that simulation technology design, development and deployment is meeting the needs of the students, faculty, and institution. Capability includes the ability

of a program to sustain simulation technology in support of teaching as demand grows and staff change.(Adapted from E-Learning Maturity Model@http://www.utdc.vuw.ac.nz/research/emm/index.shtml)