Purpose: The purpose of this presentation is to share a framework for integrating simulation experiences that develop clinical teaching skills into an MSN Nursing Education curriculum, link examples of experiences to a curriculum framework, and describe the use of the NLN Jeffries Simulation Theory to organize outcome data.
Methods: Key evidence supporting the curriculum framework is based on identified best practices that support positive outcomes in simulation-based education. Examples of the best practices include feedback, deliberate practice, mastery learning, and curriculum integration (McGaghie, Issenberg, Petrusa, & Scalese, 2016). Therefore, the framework serves an important gateway to implementing best practices. The framework is synthesized from comprehensive sources that include a best evidence guide to simulation in healthcare education (Motola, Devine, Chung, Sullivan, & Issenberg, 2013), the International Nursing Association for Clinical Simulation and Learning (INACSL) standards, Certified Academic Clinical Nurse Educator (CNE® cl) competencies, and the NLN Jeffries Simulation Theory.
Results: Examples of the simulation experiences within the framework include course content, assignments, and immersive simulation experiences offered during the MSN Nursing Education curriculum. Early experiences begin with using low fidelity experiences (virtual simulated experiences and videos) with simulation progressing to immersive simulation experiences that include the educator responding to a student’s medication error in a hospital setting, evaluation of student who is unsuccessful at performing a skill in a high stakes situation, and feedback to a student who is unprepared during pre-conference. A scoping review of what is known about the use of simulation to develop clinical teaching skills in nursing and other health educators highlighted the need for a theoretical framework to provide consistent terminology and the ability to compare outcomes across studies (Authors, 2018). The NLN Jeffries Simulation Theory provides an excellent resource to accomplish this. Being able to compare outcomes across studies is a step toward achieving translational science outcomes in healthcare (McGaghie, Issenberg, Barsuk, & Wayne, 2014).
Conclusion: Use of the curriculum framework, paired with the NLN Jeffries Simulation Theory to standardize terminology and allow comparison of outcomes across studies, is essential for building a body of comparative evidence related to using simulation to develop teaching skills in clinical nurse educators. Supporting novice nurse educators to “swim” rather than sink will facilitate improved learning experiences for their students and ultimately translate to improved patient care