Developing Leaders in Simulation Education

Sunday, 17 November 2013: 3:25 PM

Janet E. Jackson, MS, RN
Department of Nursing, Bradley University, Peoria, IL
Laura Gonzalez, PhD, ARNP, CNE
College of Nursing, University of Central Florida, Orlando, FL
Mitzi Averette, BSN, RN, CHSE
Health Programs - HTC Bldg, Fayetteville Technical Community College, Fayetteville, NC
Dawn, E. Ferry, MSN, RN, CHSE
Widener University, Chester, PA
Susan C. Winters, PhD, RN, CNE
SIUE Regional Nursing Program, Southern Illinois University Edwardsville, Carbondale, IL

Learning Objective 1: The learner will be able to identify the importance of leadership skills in simulation educators.

Learning Objective 2: The learner will be able to discuss the benefits of participating in a leadership development program.

Simulation laboratories are being recognized as an integral component of nursing education. Limited access to clinical sites in regions of the United States has further validated the importance of simulation learning (Jefferies 2008). The learning curve for facilitating simulation and understanding the pedagogy is high. Curricular integration presents challenges related to faculty development, research, and costs (Jefferies 2012). Simulation educators must develop leadership skills to deal with these issues. Participation in the National League for Nursing Leadership Development Program for Simulation Educators provided numerous learning opportunities while enhancing leadership and teaching skills related to implementing a successful simulation program. Twenty educators from around the country were selected through a competitive process to participate in this year long program. Participants examined issues related to administrative roles and management of simulation programs by analyzing key issues in the integration of simulation in nursing education, synthesizing and identifying gaps in research, and discussing initiatives of major organizations. Participants visited and evaluated the design and operation of simulation centers throughout the country and exchanged ideas at conferences, in webinars and in group discussions that focused on leadership development, career development, and current research. Small groups were formed that developed projects related to faculty development, interprofessional education, and simulation research. Over the year, educators developed a 3-Year Leadership Career Trajectory related to teaching, professional service, and the scholarship of teaching and learning. All of this was accomplished while networking with experts, educators, and vendors in simulation. This model for leadership development has provided partnerships that will continue to enhance the leadership development of these simulation educators, while allowing for the cross pollination of ideas. In turn, students will be able to learn in an enriched environment, where they can practice clinical decision making and provide safe care (Cronenwett et al. 2007, Ironsides et al. 2009).