Implementation of a Faculty Education Program as Preparation for Simulation Facilitation

Pittman, Oralea

Simulation is a widely used teaching strategy in nursing education. Studies show that well-constructed and well-facilitated simulations bring about improvements in skills, knowledge, critical thinking abilities, and confidence in nursing students (Cant and Cooper, 2009). Evidence suggests a link between the effectiveness of simulations for student learning and the experience and knowledge of the faculty conducting them (Alinier, et al, 2006). A skilled facilitator creates a dynamic process where the learner’s responses assist the teacher in optimizing teaching strategies during the simulation.

A survey in 2008 revealed that 73% of nursing faculty had no preparation in facilitating simulation and a majority of faculty perceived a need for formal training (Akhtar-Danesh et al., 2009; Dowie and Phillips, 2011; Nguyen et al, 2011). This gap in preparation is a barrier to effective teaching and learning and may impede the students’ potential growth and development from the simulation experience.

At our university, simulations are part of numerous nursing courses, yet neither experienced nor novice faculty have received any formal preparation in simulation facilitation. In 2013, based on the Standards of Best Practice: Simulation from AACN and INACSL (INACSL Board of Directors, 2011), a formal education session on simulation was developed for faculty. The program was evaluated by surveying faculty regarding their readiness and attitudes regarding simulation using the Dowie and Phillips (2011) Faculty Questionnaire. Faculty responses before and after the education session were paired to assess changes brought about by the education session. Students were also surveyed before and after their faculty attended the education session using the METI Simulation Effectiveness Tool to assess if there were changes in their perception of learning from simulation.