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Emergency Undocking in Robotic Surgery: A Simulation Curriculum
Published on: May 20, 2018
A Statewide Curriculum Model for Teaching Simulation Education Leaders
Sabrina Beroz1, Tonya Schneidereith, Crystel L Farina
1Author Affiliations: Professor (Dr Beroz), School of Nursing, Montgomery College, Takoma Park, Maryland; Director of Simulation and Experiential Learning (Ms Farina), School of Nursing, George Washington University, Ashburn, Virginia; and Associate Professor (Dr Schneidereith) and Director of Simulation (Dr Daniels), School of Nursing, University of Maryland, Baltimore; Assistant Professor (Ms Dawson), School of Nursing, Cecil College, North East; Director of Simulation (Dr Watties-Daniels), School of Nursing, Coppin State University; and Director of Simulation (Dr Sullivan), School of Nursing, Johns Hopkins University, Baltimore, Maryland.
Background:
The Maryland Clinical Simulation Resource Consortium (MCSRC) was funded to increase the quality and quantity of simulation used in nursing education.
Problem:
Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy.
Approach:
The MCSRC developed a statewide curriculum model for a 3-day train-the-trainer program framed in theory and grounded in evidence. The program teaches nurse educators across 3 levels: novice, competent, and expert.
Outcomes:
The evaluation plan was developed using Kirkpatrick's 4 levels to measure outcomes of the program. Self-confidence, satisfaction, knowledge, and behavioral changes have been realized. Nurse educators are now using theory, standards, and guidelines when conducting simulation-based experiences.
Conclusions:
The curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.
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