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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

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Direct teaching of thinking skills using clinical simulation.

Whei Ming Su¹, Marne J Juestel

¹Department of Nursing, Purdue University North Central, Westville, Indiana 46391, USA. wmingsu@pnc.edu

|August 24, 2010

Summary

Nursing faculty shortages necessitate training new educators in essential teaching skills. Clinical simulation was used to teach critical thinking skills, fostering a faculty mentoring experience for novice educators.

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Area of Science:

Nursing Education
Clinical Simulation
Pedagogy

Background:

Nursing faculty shortages lead to hiring clinicians without formal academic preparation.
Novice nursing faculty require rapid development of teaching competencies.
A critical skill for nursing educators is fostering student critical thinking.

Purpose of the Study:

To describe the use of clinical simulation for teaching critical thinking skills to nursing students.
To outline how this approach facilitated a faculty mentoring experience.

Main Methods:

Clinical simulation was integrated into nursing course content.
Direct instruction of thinking skills was incorporated within simulation scenarios.
Faculty engaged in mentoring relationships to support skill development.

Main Results:

Clinical simulation provided a practical platform for teaching critical thinking.
The process fostered a collaborative faculty mentoring environment.
Novice faculty gained experience in developing essential teaching skills.

Conclusions:

Clinical simulation is an effective strategy for teaching critical thinking in nursing education.
This approach supports faculty development and mentoring.
Addressing the nursing faculty shortage requires innovative pedagogical strategies.