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John C. Witwer RN, MSN
State 4 Model Components– Describe elements of SCE construction
Understand Unique Applications – Interpret component application for discipline
Synthesize Value– Explain synergistic affects of planning
Impetus– Constructivism learning theory1
Premise– Problem-Based Learning curriculum
model2
Design– Bloom’s Taxonomy of educational
objectives3
Operation– Conceptual framework for simulation4
Objectives
– Quality and Safety Education for Nurses (QSEN)
– Agency for Healthcare Research and Quality (AHRQ)
– National Council of State Boards of Nursing (NCSBN)
– Institute of Medicine (IOM)
– Interprofessional Collaborative Practice (IPC)
Assessment
– Identify– Cognitive understanding
– Skill performances
– Behavioral expectations
– Develop tools– Measure
– Reflect
– Analyze
Strategic Planning
Strategies– Pyschomotor
– Case Studies/Scenarios
– Task Trainers/Virtual Clinic
– Mock Environments
– Purpose– Simulated Clinical Event (SCE)
– Objective Structured Clinical Examination (OSCE)
– Remediation
– Proficiency training
Evaluation– Feedback source
– Learners
– Facilitators
– Observers
– Guide inquiry– Objectives clear?
– Organization/Planning
– Realism/Resources
– Complexity/Timing
– Competency/Confidence
Operational Planning
State 4 Model Components– Describe model elements of SCE construction
Understand Unique Applications – Interpret component application for discipline
Synthesize Value– Explain synergistic affects of planning
1 Brandon, A., & All, A. (2010). Constructivism theory analysis and application to curricula. Nursing Education Perspectives, 31(2), 89-92.
2 Wong, F., Cheung, S., Chung, L., Chan, K., Chan, A., To, T., & Wong, M. (2008). Framework for adopting a problem-based learning approach in a simulated clinical setting. Journal Of Nursing Education, 47(11), 508-514.
3 Bloom, B. Englehart, M., Furst, E., Hill, W. & Krathwohl, D. (1956). Taxonomy of Educational Objectives. New York: Longmans, Green.
4 Jeffries, P. (2005). A framework for designing, implementing, and evaluating: simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.
Benner, P., Tanner, C., & Chesla, C. (2009). Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics. New York: Springer Publishing.
Bridges, D.R., Davidson, R.A., Odegard, P.S., Maki, I.V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. MedicalEducation Online, DOI: 10.3402/meo.v16i0.6035
Lee, C. & Kolodner, J.L. (2011). Scaffolding Students’ Development of Creative Design Skills: A Curriculum Reference Model. Journal of Educational Technology & Society, 14(1), 3-15. Retrieved from http://www.ifets.info/journals/14_1/ets_14_1.pdf#page=8
Websites
QSEN: Quality and Safety Education for Nurses. Quality and Safety Competencies. http://www.qsen.org/
AHRQ: Agency for Healthcare Research and Quality. National Guideline Clearinghouse. http://www.guideline.gov/
NCSBN: National Council of State Boards of Nursing. NCLEX Test Plans. https://www.ncsbn.org/1287.htm
IOM: Institute of Medicine. http://www.iom.edu/
IPCP: Core Competencies for Interprofessional Collaborative Practice. http://www.aacn.nche.edu/education-resources/ipecreport.pdf