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Published on: August 9, 2024
Simulation Strategies Used in the Transition From Expert Clinician to Novice Educator
Kimberly Silver Dunker1, Melissa D Duprey, Jennifer Gunberg Ross
1About the Authors Kimberly Silver Dunker, DNP, RN, CNE, CNEcl, is an associate professor and RN to BS nursing coordinator, Worcester State University Department of Nursing, Worcester, Massachusetts. Melissa D. Duprey, EdD, RN, CNE, is an associate professor and graduate coordinator, Nurse Educator Program, Worcester State University. Jennifer Gunberg Ross, PhD, RN, CNE, is an assistant professor, Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania. For more information, contact Dr. Dunker at kdunker@worcester.edu.
Abstract:
As the demand for nurses increases across the United States, nursing programs are challenged to increase enrollment. Thus, expert clinicians without teaching experience are often hired as clinical faculty. Using simulation to train novice clinical faculty is one method to bolster the clinical faculty workforce. For this project, six Quality and Safety Education for Nurses (QSEN)-focused simulation-based learning experiences (SBLEs) were developed to train novice clinical faculty. Master's-level nurse educator students participated in the SBLEs. The SBLEs were found to be valuable for learning the clinical faculty role and debriefing increased understanding of the QSEN competencies.
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