Faculty Development When Initiating Simulation Programs: Lessons Learned From the National Simulation Study

Authors

Pamela R. Jeffries, Johns Hopkins University
Kristina Dreifuerst, Marquette UniversityFollow
Suzie Kardong-Edgren, Robert Morris University
Jennifer Hayden, National Council of State Boards of Nursing

Document Type

Article

Publication Date

1-2015

Publisher

Elsevier

Source Publication

Journal of Nursing Regulation

Source ISSN

2155-8256

Abstract

Nursing programs are seeking guidance from boards of nursing about how much simulation can be substituted for traditional clinical practice. To address this question and to assess educational outcomes when simulation is substituted for clinical time, the National Council of State Boards of Nursing (NCSBN) conducted a study using 10 nursing schools across the United States.This article focuses on the faculty development needed to maintain fidelity in the intervention, implementation, and evaluation processes of initiating simulation programs. Lessons learned from preparing faculty for the NCSBN simulation study are shared and may be applicable to schools seeking to educate faculty in teaching simulation.

Comments

Journal of Nursing Regulation, Vol. 5, No. 4 (January 2015): 17-23. DOI.

Recommended Citation

Jeffries, Pamela R.; Dreifuerst, Kristina; Kardong-Edgren, Suzie; and Hayden, Jennifer, "Faculty Development When Initiating Simulation Programs: Lessons Learned From the National Simulation Study" (2015). College of Nursing Faculty Research and Publications. 766.
https://epublications.marquette.edu/nursing_fac/766