Abstract
Even with insufficient evidence in the literature regarding the impact of faculty development with simulation education, faculty development is critical to building a successful simulation program. Despite simulation being ubiquitous in nursing education across the United States (US), there is little investigation of the impact of the education and training on job satisfaction, skill development and overall confidence when using simulation to teach nursing students. The purpose of this qualitative study was to investigate how has simulation education and training has influenced faculty career fulfillment, acquisition of knowledge, overall self-confidence and competence? Themes that emerged included the following: competency, professional role change, role acquisition, course learner needs, course impact, skill development, and overall ability and confidence. The study results confirmed that a gap exists where faculty without formal education may not be aware of their lack of competence and what training they need to be effective in facilitating clinical simulation.
References
Alexander, M. (2014). NCSBN national simulation study. Dean’s Notes, 36(1), 1–2.Search in Google Scholar
Alexander, M., Durham, C., Hooper, J., Jeffries, P., Goldman, N., Kardong-Edgren, S., & Tillman, C. (2015). NCSBN simulation guidelines for prelicensure nursing programs. Journal of Nursing Regulation, 6, 39–42.10.1016/S2155-8256(15)30783-3Search in Google Scholar
Benner, P. E., Sutphen, M., Leonard, V. W., & Day, L. (2009). Educating Nurses: A call for radical transformation. San Francisco: Jossey-Bass.Search in Google Scholar
Boese, T., Cato, M., Gonzalez, L., Jones, A., Kennedy, K., Reese, C., & Borum, J. (2015). Standards of best practice: simulation standard V: Facilitator. Clinical Simulation in Nursing, 9(6), S22–S25.10.1016/j.ecns.2013.04.010Search in Google Scholar
Cheng, A., Grant, V., Dieckmann, P., Arora, S., Robinson, T., & Eppich, W. (2015). Faculty development for simulation programs: Five issues for the future of debriefing training. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 10(4), 217–222.10.1097/SIH.0000000000000090Search in Google Scholar
Cheng, A., Morse, K. J., Rudolph, J., Abeer, A., Runnacles, J., & Eppich, W. (2016). Learner-centered debriefing for health care simulation education: Lessons for faculty development. Simulation in Healthcare, 11(1), 32–40.10.1097/SIH.0000000000000136Search in Google Scholar
Hallmark, B. F. (2015). Faculty development in simulation education. Nursing Clinics of North America, 50, 389–397.10.1016/j.cnur.2015.03.002Search in Google Scholar
Hayden, J., Smiley, R., Alexander, M., Kardong-Edgren, S., & Jeffries, P. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2 Supplement): C1–S64.10.1016/S2155-8256(15)30062-4Search in Google Scholar
INACSL. (2015). INACSL standards of best practice: SimulationSM. Retrieved from http://www.inacsl.org/i4a/pages/index.cfm?pageid=3407Search in Google Scholar
Jeffries, P. R. (2012). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96–103.Search in Google Scholar
Kamerer, J. (2012). Creating champions: A tiered approach for faculty development & buy-in. Clinical Simulation In Nursing, 8(8), e397–e398.10.1016/j.ecns.2012.07.033Search in Google Scholar
Kearney, E., & Shefer, S. (2015). The overconfident professor: “I Know I Taught You Better Than That!”. The Teaching Professor, 29(2): 1–3, February 2015.Search in Google Scholar
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: Difficulties in recognizing on’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 1999 77(6), 1121–1134.10.1037/0022-3514.77.6.1121Search in Google Scholar
National League for Nursing. (2016). Faculty development toolkit of simulation resources. Retrieved from http://sirc.nln.org/pluginfile.php/18733/mod_page/content/23/FacultyDevelopToolkitFINAL02-16.pdfSearch in Google Scholar
Parker, R. A., McNeill, J., & Howard, J. (2015). Comparing pediatric simulations and traditional clinical experience: Learning, outcomes, and lessons for faculty. Clinical Simulation in Nursing, 11(3), 188–193.10.1016/j.ecns.2015.01.002Search in Google Scholar
Peterson, D., Watts, P., Epps, C., & White, M. (2017). Simulation faculty development: A tiered approach. Simulation in Healthcare, 12(4), 254–259.10.1097/SIH.0000000000000225Search in Google Scholar PubMed
Taibi, D., & Kardong-Edgren, S. (2014). Health care educator training in simulation: A survey and web site development. Clinical Simulation In Nursing, 10, e47.10.1016/j.ecns.2013.05.013Search in Google Scholar
Waxman, K. T., Nichols, A., O’Leary-Kelley, C., & Miller, M. (2011). The evolution of a statewide network: The bay area simulation collaborative. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 6(6), 345–351.10.1097/SIH.0b013e31822eacccSearch in Google Scholar PubMed
Waxman, K. T., & Telles, C. L. (2009). The use of Benner’s framework in high-fidelity simulation faculty development: The bay area simulation collaborative model. Clinical Simulation In Nursing, 5(6), e231–235.10.1016/j.ecns.2009.06.001Search in Google Scholar
© 2019 Walter de Gruyter GmbH, Berlin/Boston