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A Rapid Transition to Virtual Simulation: The Creation of Virtual Simulation Doulas
Aurora Vandewark1, Carrie Westmorland Miller, Ian Brumbaugh
1About the Authors The first four authors staff the Clinical Performance Laboratory, Seattle University College of Nursing, Seattle, Washington. Aurora Vandewark, MSN, RNC-OB, is the simulation coordinator. Carrie Westmoreland Miller, PhD, RN, CNE, CHSE, IBCLC, is the laboratory director. Ian Brumbaugh, BA, is an administrative assistant. Zoe Haywood, MBSL, is the operations coordinator. A. Tucker Bearden, MS, is past co-chair, Technology Committee, Pacific Northwest Healthcare Simulation Collaborative. For more information, contact Aurora Vandewark at vaurora@seattleu.edu.
Nursing education rapidly transitioned to virtual clinical learning due to COVID-19. A dedicated simulation team, acting as "simulation doulas," provided crucial support, ensuring a successful shift by managing faculty needs and platform expertise.
Area of Science:
- Nursing Education
- Medical Simulation
- Higher Education
Background:
- COVID-19 closures disrupted traditional clinical and simulation learning sites.
- Nursing programs faced challenges in maintaining practical training.
- A rapid pivot to alternative learning modalities was necessary.
Purpose of the Study:
- To describe the rapid transition from in-person to virtual clinical learning at a nursing college.
- To detail the supportive role of a specialized simulation team during this transition.
- To identify key factors contributing to the success of the virtual learning implementation.
Main Methods:
- The nursing college implemented a two-week pivot to virtual clinical learning.
- A simulation team adopted a supportive role, termed 'simulation doulas'.
- Simulation doulas managed non-teaching tasks, provided platform expertise, and offered continuous support.
Main Results:
- The simulation doulas successfully facilitated the rapid transition to virtual clinical learning.
- Faculty support and platform expertise were critical components of the transition.
- Transparent communication, adaptability, and empowerment were key to success.
Conclusions:
- The 'simulation doula' model effectively supported nursing education during the COVID-19 pandemic.
- Proactive support and adaptability are crucial for educational technology integration.
- Empowering stakeholders enhances the success of educational transitions in nursing.
