![[ Visit Client Website ]](images/banner.gif)
Learning Objective 1: Replicate the faculty development program, Simulation and Technology Education Programs or STEPs, to promote the use of simulation in nursing education.
Learning Objective 2: Improve the delivery of nursing education through the use of simulation and technology to facilitate the student’s acquisition of requisite competencies.
Purpose: The Simulation Technology and Integration Committee (STIC) designed an innovative nursing faculty development program, Simulation and Technology Education Programs or STEPs, to increase faculty awareness and utilization of simulation in nursing education. Simulation ranges from low to high fidelity and often requires nursing faculty to evaluate and expand their teaching-learning practices. The new teaching methodology and the increased reliance of technology involved in simulation have the potential to increase faculty anxiety and hesitancy to incorporate simulation throughout the curriculum.
Methods: Simulation and Technology Education Programs or STEPs intentionally started with low fidelity simulation, progressing to high fidelity with the incorporation of other technologies pertinent for the faculty. A branded flier, poster, and certificate of attendance were developed and utilized to promote the program. Identified limitations included the lack of a branded attendance roster, need to include in the new faculty orientation schedule, omission of the sessions from the master faculty calendar, and the need for administrative assistant facilitation to reduce committee time.
Results: Implications for nursing faculty include the importance of developing a regularly scheduled program to reduce faculty anxiety, increase faculty awareness and promote the use of simulation as an effective teaching-learning strategy. The use of simulation allows nurse educators to move beyond content and incorporate leadership, health policy, system improvement, research and evidence-based practice, and teamwork and collaboration competencies into the learning experience to promote efficient academic progression and forward thinking.
Conclusions: The committee emphasized the need to incorporate simulation in its efforts to envision the future of nursing education. Simulation improves the delivery of nursing education, facilitates the student’s acquisition of requisite competencies and promotes the delivery of safe, patient-centered care across settings. Nursing faculty obtained the knowledge, resources, and confidence to successfully incorporate simulation into the nursing curriculum.