1 Implementation of Simulation Using High Fidelity Manikins: An Intervention to Enhance Learning and Performance for Advance Practice Nurses in Pediatrics Scholarship of Teaching and Learning Grant Proposal Marie H Thomas, PhD, FNP BC, CNE Kathleen Jordan, DNP, FNP BC, ENP BC Colette Townsend Chambers, MSN College of Health and Human Service School of Nursing
2 Abstract The purpose of this project is to evaluate the effectiveness of pediatric simulation scenarios using high-fidelity manikins on student learning outcomes related to assessment skills, clinical knowledge and clinical reasoning/decision-making, and self-efficacy in advance practice nurse (APN) students. The project team proposes to evaluate simulation of common clinical pediatric scenarios as an effective pedagogy and andragogy for advance practice nursing students. This project will augment current student learning by providing the students with an opportunity to advance critical thinking, apply and integrate new knowledge, and practice clinical skills in a safe, nonthreatening environment using case scenarios that simulate commonly encountered conditions in the patient care setting. Each clinical scenario will include changes in physiologic responses based on age, level of development, family dynamics, appropriate laboratory values, and imaging study results as appropriate. The Jeffries Model for Simulation (2005) will guide the development of this study. This Model supports the use of small student groups to allow time to gather information, diagnose and plan a course of treatment. Simulations will be videotaped to allow for a mechanism to review the scenario and provide opportunities for guided reflection during debriefing. Faculty and peer feedback will be provided to encourage and reinforce performance, knowledge, and decisionmaking. Students will complete the written hard-copy Student Satisfaction and Self-Confidence Learning Instruments developed by the National League for Nursing (NLN) and Laerdal Medical Company as an evaluation method of the design, importance, learning objectives, satisfaction, and effect on self-confidence (Jeffries & Rizzolo, 2006).
3 Budget Budget Request for SOTL Grant Year 2015 Joint Proposal? Y Yes No Implementation of Simulation Using High Fidelity Manikins: An Title of Project Intervention to Enhance Learning and Performance for Advance Practice Duration of Project Primary Investigator(s) Address(es) UNC Charlotte SOTL Grants Previously Received (please names of project, PIs, and dates) 1 year Marie H Thomas, PhD, FNP-BC, CNE, Kathleen Jordan, DNP, FNP-BC, ENP- BC, Colette Townsend-Chambers,MSN,RN LRC Director N/A Allocate operating budget to Department of School of Nursing Year One Account # Award January to June Faculty Stipend Transferred directly from Academic Affairs to Grantee on May 15 $ Graduate Student Salaries Special Pay (Faculty on UNCC payroll other than Grantee) Student Temporary Wages Non-student Temporary Wages
4 Honorarium (Individual(s) not with UNCC) Participant Stipends Travel - Domestic Travel - Foreign Communication and/or Printing Supplies Computing Equipment Educational Equipment Other Current Services GRAND TOTAL $ 9, NOT APPLICABLE Year Two Account # Award July to June Faculty Stipend Transferred directly from Academic Affairs to Grantee on May 15 $ Graduate Student Salaries Special Pay (Faculty on UNCC payroll other than Grantee)
5 Student Temporary Wages Non-student Temporary Wages Honorarium (Individual(s) not with UNCC) Participant Stipends Travel - Domestic Travel - Foreign Communication and/or Printing Supplies Computing Equipment Educational Equipment Other Current Services GRAND TOTAL $ - n/a One year grant Attachments: 1. Attach/provide a narrative that explains how the funds requested will be used.(page follows) 2. Has funding for the project been requested from other sources? Yes _X No. If yes, list sources.
6 Implementation of Simulation Using High Fidelity Manikins: An Intervention to Enhance Learning and Performance for Advance Practice Nurses Budget Justification Narrative This proposal seeks a total of $9, for Spring This grant is for one year only and funds will be allocated as followed: Two part- time graduate research assistants at $ for the semester: We will hire 2 graduate research assistants to work 5 hours per week each on the project during the Spring semester. These graduate research assistants will serve as objective project liaisons as all involved faculty will be actively teaching and grading participating students. A nursing project of this magnitude requires payment of $15.00 per hour for a Registered Nurse Graduate Assistant as opposed to the usual $ 9.00 for non-licensed GA s. This totals in the amount of 3, for the five months of the spring semester. Their responsibilities include coordinating faculty and student schedules for scenarios; coordinating, setting up and operating audiovisual recording; assisting faculty with prebriefing and debriefing, setting up and prepping high fidelity manikins for the simulation scenarios including dressing and moulage; loading scenarios and lab results into the simulation computer, coordinating the observation schedule, collecting structured observational data, overseeing data entry and analysis and collection of student participant surveys. Gift Card Incentives for the 25 students to complete project experience feedback tool. As incentive for feedback on the project, the students who complete the survey tool will receive a $10.00 gift card each, totaling $ Communication and Printing. Printing costs of $ for printed copies of the National League for Nursing (NLN) Self-Efficacy/Evaluation Tools to be completed pre and post project by student participants. Computing Equipment. We will purchase a high fidelity human patient simulator with sim pad computer, Laerdal Vital Sim Baby manikin in the amount of $6, for use with one of the simulation groups. The other group will utilize the School of Nursing s Pediatric Hal high fidelity manikin.
7 October 26, 2014 College of Health and Human Services School of Nursing 9201 University City Blvd, Charlotte, NC t/ Center for Teaching and Learning Scholarship of Teaching and Learning UNC Charlotte, Atkins 149C Charlotte, NC RE: Letter of Support for the Implementation of Simulation Using High Fidelity Manikins: An Intervention to Enhance Learning and Performance for Advance Practice Nurses proposal Dear SOTL Grant Selection Committee: I write to offer my enthusiastic support for the 2014 Scholarship of Teaching and Learning (SOTL) proposal submitted by Dr. Marie Thomas and collaborators in Nursing, Dr. Kathleen Jordan and Professor Colette Townsend-Chambers. This energetic team in the College of Health and Human Services, School of Nursing has a strong commitment in using simulation as a pedagogical strategy to advance the learning and performance of Nurse Practitioner students in our MSN graduate program. Their proposal entitled, Implementation of Simulation Using High Fidelity Manikins: An Intervention to Enhance Learning and Performance for Advance Practice Nurses, will strengthen the skills of the target population. Dr. Thomas and collaborators have proposed a project that will increase the use of simulation using high fidelity manikins to educate students in the advanced practice Nurse Practitioner clinical track. The scientific evidence is clear that the use of simulation for teaching/learning encourages active learning and critical thinking, skills that are essential in advancing the health of patients. Their proposal, focused on designing pediatric clinical scenarios for use with simulation technology, also will help students to be able to better make decisions in differential diagnosis and clinical management of patients. As Associate Dean/Director of the School of Nursing, I believe that this project will also further the work of the School of Nursing in creating a Center of Excellence for our existing Learning Resource Center (LRC). The LRC is focused on providing students with an environment that promotes the learning of safe, culturally competent and personalized care to clients. The environment also exposes students with the latest educational technology and provides students with a climate of enhanced learning through faculty-led and peer-to-peer instructional support. In our lab, students
8 develop their cognitive, psychomotor, and critical thinking skills, proficiencies that are essential to best practices in promoting positive clinical outcomes for patients. The proposed project also will further the work of this team as they have already demonstrated a proven track record in simulation technology and instruction. For example, Dr. Marie Thomas has over 20 years of using simulation as an instructional method in teaching undergraduate students, and has recently submitted a manuscript entitled, the Integration of Simulation in a Concept Based Curriculum: Making Exemplars Come to Life. Professor Townsend-Chambers has presented her work on the Effectiveness of the Use of Simulation Manikins of Color in the Nursing Labs on Enhancing the Undergraduate Nursing Students Clinical Experience and Diversity Awareness at professional state and regional meetings, and Dr. Jordan, a well-respected Emergency Medicine Nurse Practitioner has the expertise in developing pediatric clinical scenarios, the focus of the topics to be developed in this proposal. Collectively, I believe this is a strong team that has the expertise and experiences to carry out the proposed project without difficulty. In closure, I offer my full support to this teaching/learning proposal which supports the mission of the School in preparing nursing professionals to serve as leaders, clinicians and scholars through a wide range of innovative educational programs to meet the healthcare needs of an ever changing culturally diverse society. Let me know if you have questions about Dr. Thomas and her team or this application. I look forward to the continued support of the efforts of these faculty members in the School of Nursing. Many thanks in advance for your attention to this important application. Sincerely, Dee Baldwin, PhD, RN, FAAN Professor, and Associate Dean/Director School of Nursing
9 Overall Purpose The purpose of this project is to evaluate the effectiveness of pediatric simulation scenarios using high-fidelity manikins on student learning outcomes related to assessment skills, clinical knowledge and clinical reasoning/decision-making, and self-efficacy in advance practice nurse (APN) students. Guided by best practices in medical and undergraduate nursing curricula, the project team proposes to evaluate simulation of common clinical pediatric scenarios as an effective pedagogy and andragogy for advance practice nursing students. Simulation encourages active learning, critical thinking, integration of clinical reasoning, and development of problem solving skills that translate into clinical practice. The clinically based pediatric simulation scenarios will allow students time to develop a systematic approach to pediatric patient assessment, diagnosis, planning, and treatment including appropriate family interaction and documentation. A barrier to learning opportunities for advanced practice nurse (APN) students is the limited availability of advanced practice clinical sites. Typically, APN students are paired and mentored by expert practitioners in a variety of primary and acute care clinical settings so that they can acquire the necessary skills and meet the outcomes put forth by the American Association of Colleges of Nursing, The Essentials of Master s Education of Nursing (2011). However, there is tremendous competition in the greater Charlotte area with other disciplines, including physician assistants, medical students, and nurse practitioner students from other academic programs for clinical sites, thus limiting available sites for nurse practitioner students. Clinical sites, especially for specialties such as pediatrics or women s health, are also burdened with increasing patient workloads, limited examination rooms, and time required to complete electronic medical records. As a result many APN students get minimal experiences in caring for children and adolescents.
10 This project will augment current student learning by providing the students with an opportunity to advance critical thinking, apply and integrate new knowledge, and practice clinical skills in a safe, nonthreatening environment using case scenarios that simulate commonly encountered conditions in the patient care setting. Nurse Practitioner Courses 6260 and 6460 consists of pediatric didactic teaching in a classroom setting and clinical placement in a variety of outpatient settings. Clinical placements may vary from an urgent care setting to a family practice office with the number and acuity of pediatric patients varying by site. Demands on the preceptors in the clinical settings may limit the opportunities for student to complete a pertinent history, focused assessment, and implementation of a treatment plan. Current evidence-based practice guidelines in pediatric care have changed the treatment and diagnostic procedures for several common conditions. Students need the opportunities to develop clinical reasoning skills, practice assessment skills and history taking, and develop a plan of care. The current course format, including the barriers to clinical practice, impedes the ability of APN students to develop clinical reasoning skills and experience opportunities to identify, assess, plan, treat and document common pediatric conditions. As such, faculty have begun to explore alternative experiences to augment the current didactic and sometimes limited clinical experiences for APN students when caring for children and adolescents. The overall goal of this SOTL project is to evaluate the effectiveness of pediatric simulation scenarios using high-fidelity manikins on student learning outcomes related to assessment skills, clinical knowledge and clinical reasoning/decision-making, and self-efficacy in APN students. Specifically, the aims of this project are to:
11 1. Develop simulation scenarios for 4 common, clinical pediatric conditions for advance practice nurse practitioner students: 1) a school aged child with an acute exacerbation of chronic asthma; (2) an infant with dehydration secondary to vomiting and diarrhea; 3) a school age child with a skeletal fracture at high risk for neurovascular complications secondary to a fall from playground equipment; and 4) an infant with a skeletal fracture secondary to child maltreatment. 2. Evaluate student learning related to assessment skills, clinical knowledge and reasoning/decision-making skills, and self-efficacy of the simulation scenarios with twenty advance practice nurse practitioner students. 3. Refine all simulation scenarios based on student feedback and faculty observation of student learning. The National Organization of Nurse Practitioners Faculties Task Force (NONPF, 2010) supports the importance of using and evaluating simulation as an appropriate means of teaching psychomotor skills and developing clinical decision making with graduate students. The faculty seeks to enhance the learning experience of Family Nurse Practitioner students by offering each APN student the chance to participate in these standardized pediatric learning simulation scenarios. This project aligns with the mission and vision of the School of Nursing by providing the highest quality nursing education, scholarship, and practice at the baccalaureate, master's and doctoral levels (UNCC School of Nursing Mission, Vision and Values, 2014). Literature Review The advanced practice registered nurse is a designation for nurse practitioners (NP) s certified nurse midwives (CNM), certified registered nurse anesthetists (CRNA), and clinical nurse specialists (CNS). According to the American Academy of Nurse Practitioners National Nurse
12 Practitioner Survey in 2010, 79.7% of NPs practice in a community based setting such as a private office, urgent care, outpatient clinic, community or rural health center care for both adults and children. While clinical practice is the optimal experience for developing the needed psychomotor skills and clinical reasoning/decision-making skills, simulation is an increasingly viable pedagogy for the APN student and has been used for undergraduate nursing and medical students. Recent literature supports using clinical simulation to enhance knowledge, skills, and attitudes that are needed by nurse practitioner students in a clinical setting (Harder, 2010; Mompoint-Williams, Brooks, Lee, Watts & Moss, 2014; Rutherford-Hemming & Jennrich, 2013; Walton-Moss, O Neill, Holland, Hull & Marineau, 2012). Mompoint-Williams and colleagues (2014) reported that the use of simulation increased student confidence and allowed the opportunity for self-reflection while also letting faculty assess student knowledge and skills. The need for primary health care providers is increasing, particularly in underserved areas and with populations having more complex and chronic health problems (Starkweather & Kardong- Edgren, 2008), and with the implementation of the Affordable Care Act (Jacobson & Jazowski, 2011). Approximately 56,00 nurse practitioners were working in primary care in 2010 (AHRQ, 2011). Pediatrics is a specialty area, and as such, many APN students may not have had much prior clinical experience. Simulation scenarios are evidence-based, offer opportunities for collaborative practice and communication, improve clinical skills and attitudes, and improve student nurse practitioner clinical reasoning and overall performance (Rutherford-Hemming & Jennrich, 2013; Phillippi et al., 2013). Additionally, previous research has shown that student participation in simulation scenarios provides a way to decrease medical errors and increase patient safety (Starkweather & Kardong-Edgren, 2008).
13 Enhancing current didactic and clinical experiences with pediatric simulation activities offers APN students additional opportunities to work collaboratively, assess, diagnose, plan a course of treatment, and document care of children and adolescents. Further, family-centered care will be emphasized with a focus on evidence-based practice and the most up-to-date treatment algorithms for common pediatric problems. Culturally competent care will also be emphasized with elements including communicating with the child and family in a clinical setting. May and Cole (2014) found that using simulation to teach the care of children and adolescents allowed APN students an opportunity to improve clinical judgment and achieve mastery of nursing skills while increasing confidence when caring for the pediatric patient and their family. Methods The Jeffries Model for Simulation (2005) will guide the development of four pediatric clinical simulations of commonly encountered health care situations by advanced practice nurses and will represent situations commonly encountered by primary health care providers as identified by the Agency for Healthcare Research and Quality (Weir, Hao & Owens, 2013). The project team has extensive expertise with simulation design and implementation as well as advanced practice in the nursing care of children and adolescents. The simulation scenarios will incorporate active learning, requiring student engagement in assessment, diagnosis, planning a course of treatment, interacting with family, and documentation of the patient encounter during the scenario. All clinical scenarios will include changes in physiologic responses based on age, level of development, family dynamics, appropriate laboratory values, and imaging study results (if appropriate). Students will be expected to complete the scenario within a specified time frame and articulate and reflect on why decisions were made.
14 An example of expected student learning outcomes for each pediatric simulation scenario includes: 1. Identify age and level of developmentally appropriate, family-centered and culturally competent care 2. Complete focused history relevant to chief complaint and identify significant clinical history 3. Perform physical assessment and complete appropriate review of systems related to chief complaint 4. Develop differential diagnosis 5. Develop plan of treatment and patient education; use Motivational Interviewing to obtain family and child/adolescent by-in regarding treatment plan 6. Document assessment (subjective and objective) and treatment plan using the appropriate format. The four pediatric simulation scenarios will be provided to students in a small group format allowing for focused assessment, pertinent history taking, identification of diagnosis, development of appropriate treatment plan, and documentation. The Jeffries model (2005) supports the use of small student groups to allow time to gather information, diagnose, and plan a course of treatment. Eight clinical hours will be devoted to the 4 different pediatric simulation scenarios permitting each student at least two opportunities to participate in the simulated clinical office visits. Other students in the group will observe the family-centered interaction and collaborate with the APN student conducting the assessment to develop the plan of care.
15 Participation in the simulation scenarios will be required and will be counted as part of the APN student s designated clinical hours for NUNP Both faculty and student evaluation of the scenarios and the student experience during the simulated office visit will be collected to allow for future refinement and modification of the process. Simulations will be videotaped allowing a mechanism to review the scenario and provide opportunities for guided reflection during debriefing. Faculty and peer feedback will be provided to encourage and reinforce performance, knowledge, and decision-making. Student-student and student-faculty interactions are designed to encourage collaboration in evaluating the pediatric patient s situation and implementing the appropriate plan of care as well as promote achievement of the goals of each simulation and meet the learning outcomes for the course. Students will be evaluated on age appropriate assessment skills, development of the differential diagnosis, planning an appropriate course of treatment, interaction with the family, documentation, and overall integrative knowledge of the care needed including laboratory values and pharmacology (if needed). The objectives for each scenario will be clearly identified and focus on clinical reasoning and clinical considerations at key points. Course faculty will develop, collaborate, and implement the pediatric scenarios with support as needed by graduate assistants (GAs). The GAs will be trained and will be responsible for running the manikin during simulation with faculty support. The School of Nursing will support this grant by providing one school age high fidelity manikins. A toddler aged high fidelity manikin will be purchased with this grant.
16 Evaluation Evaluation of the student learning outcomes of this project will be conducted through the use of the Student Satisfaction and Self-Confidence Learning instruments developed by the National League for Nursing (NLN) and Laerdal Medical Company (Jeffries & Rizzolo, 2006). Permission to use these instruments has been obtained from the NLN. Upon completion of the high-fidelity simulation experience, the student participants will complete three hard-copy instruments that have been previously tested for validity and reliability by content experts in simulation development and testing. The first tool is a Simulation Design Scale, a 20-item questionnaire using a five-point Likert scale designed to evaluate the design features of the simulations used in the study, and the importance of those features to the learner. These features include: a) objectives/information; b) support; c) problem solving; d) feedback and e) fidelity. The second tool is an Education Practices Questionnaire, consisting of 16-items using a fivepoint Likert scale designed to measure whether four education practices are present in the simulation (active learning, collaboration, diverse ways of learning, and expectations), and the importance of each practice to the learner. The third tool is a Student Satisfaction and Self- Confidence in Leaning Questionnaire, consisting of 13-items using a five-point Likert scale designed to measure student satisfaction with the simulation activity and self-confidence in learning. Data will be analyzed using SPSS using a mixture of descriptive statistics and nonparametric inferential statistics. Dissemination Findings from this project will contribute to the current body of knowledge regarding the impact of high-fidelity simulation activities on knowledge, confidence, and self-efficacy in APN s in the
17 care of children and adolescents. Potential journals for project dissemination include: The Journal of the American Association of Nurse Practitioners, The Journal for Nurse Practitioners, The Journal of Nursing Education and The NLN Nursing Education Perspectives. Potential conferences for dissemination of information through presentations include: The International Nursing Association for Clinical Simulation & Learning Conference, The Society of Pediatric Nurses, The American Academy of Nurse Practitioners Annual Conference, and the NLN Education Summit. The UNC Charlotte SOTL Research Grant will be acknowledged in any publication or presentation. Human Subjects To ensure for the protection of human subjects, UNC Charlotte Institutional Review Board (IRB) approval will be sought prior to implementing the project. External Funding No additional funding will be required to sustain the project beyond the life of the grant. Timeline January February Develop case scenarios 2. Purchase manikin 3. Provide in-services to all faculty participating in simulations 4. Run mock scenarios
18 5. Train graduate assistant in managing manikin 6. Refine and print debriefing evaluation forms March 2015 April Implement case scenarios 2. Evaluate simulation experiences 3. Refine experiences as needed April 2015 June Publish and present findings References American Academy of Nurse Practitioners AANP National NP Sample Survey: An Overview. Austin, TX: American Academy of Nurse Practitioners; American Association of Colleges of Nursing, The Essentials of Master s Education of Nursing (2011). Harder, BN (2010) Use of simulation in teaching and learning in health sciences: A systematic review. Journal of Nursing Education, 49, Jacobson, P., & Jazowski, S. (2011). Physicians, the affordable care act, and primary care: Disruptive change or business as usual? Journal of General Internal Medicine, 26,
19 Jeffries, P. (2005) A frame work for designing, implementing, and evaluating simulations used as teaching Strategies in nursing. Nursing Education Perspectives, 26, (2), Jeffries, P.R., & Rizzolo, M.A. (2006). Summary report: Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study. Retrieved from May, O. W., & Cole, L. G. (2014,). Peds cup: An innovative simulation competition to improve learning. Clinical Simulation in Nursing, 10(10), Mompoint-Williams, Brooks, Lee, Watts & Moss (2014). Using high fidelity simulation to propare advance practice nursing students. Clinical Simulation in Nursing, 10 (1), e5-e10. Phillippi< J., Bull, A.,& Holley, S. (2013) Expanding primary care opportunities: Simulation for clinical reasoning. Journal of Nursing Education, 52(5, Doi: / / Rutherford-Hemming, T & Jennrich, J. (2013) Using standardized patients to strengthen nurse practitioner competency in the clinical setting. Nursing Education Perspectives, 34(2) Starkweather, A. & Kardong-Edgren, S. (2008). Diffusion of innovation: Embedding simulation into nursing curricula. International Journal of Nursing Scholarship, 5(1)
20 UNCC School of Nursing Mission, Vision and Values. (2014, January 1). Retrieved October 20, 2014, from Walton-Moss, B., O Neill, s., Holland, W. Hull, R. Marineau, L. (2012) Advance practice nursing students: Pilot test of a simulation scenario. Collegian, 19, dx.doi.org/ /j.colegn Wier LM (Truven Health Analytics), Hao Y (RAND), Owens P (AHRQ), Washington R (AHRQ). Overview of Children in the Emergency Department, HCUP Statistical Brief #157. June Agency for Healthcare Research and Quality, Rockville, MD.
Master of Science in Nursing Program Nurse Educator / Clinical Leader Orientation Handbook for Preceptors Angelo State University Revised: Fall 2014; Summer 2017 1 TABLE OF CONTENTS Master of Science in
The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based
COLLEGE OF HEALTH PROFESSIONS SCHOOL OF NURSING Graduate Programs Adult-Gerontology Acute Care Nurse Practitioner Preceptor Manual The Master of Science in Nursing at Wichita State University School of
Graduate Nursing Student Handbook Policies and Procedures 2016-2017 I. The Nursing Program TABLE OF CONTENTS Welcome to Nursing 3 Mission of Alverno College 4 Mission of the JoAnn McGrath School of Nursing
Graduate Nursing Student Handbook Policies and Procedures 2017-2018 I. The Nursing Program TABLE OF CONTENTS Welcome to Nursing 3 Mission of Alverno College 4 Mission of the JoAnn McGrath School of Nursing
1 AAENP MISSION The American Academy of Emergency Nurse Practitioners promotes high quality, evidence based practice for nurse practitioners providing emergency care for patients of all ages and acuities
Proposal to Establish A New Nursing Education Program Stephen F. Austin State University in Nacogdoches, Texas Family Nurse Practitioner Program Agenda Item: 3.2.10.a. Prepared by: G. Varnell Board Meeting:
BEST PRACTICES IN SIMULATION Description: This 2-day simulation conference is designed to assist college and industry educators in the development of simulation skills utilizing best practices to support
WINONA STATE UNIVERSITY COLLEGE OF NURSING AND HEALTH SCIENCES GRADUATE PROGRAMS IN NURSING THANK YOU for your interest in Winona State University s Graduate Programs in Nursing! Grounded in an environment
School of Nursing Mission The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice. The core values: The School of Nursing values the following
ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,
Enhancing Clinical Reasoning: Teaching Thinking through Debriefing INACSL Debra Spunt Research Mini-Grant Proposal Susan Gross Forneris, PhD RN CNE Submitted for review and consideration on behalf of the
College of Nursing Newton Hall 1585 Neil Ave Columbus, OH 43215 Phone (614) 292-8900 Fax (614) 292-4535 E-mail email@example.com Web nursing.osu.edu To Our Preceptors: The Pediatric Nurse Practitioner Faculty
Overview of the Family Nurse Practitioner Track The ACCN Essentials of Master s Education for Advanced Nursing Practice (2011), HRSA- Nurse Practitioner Primary Care Competencies in Specialty Areas (Family)
1.0 CONTACT INFORMATION Michigan State University College of Nursing A-206 Life Science East Lansing, MI 48824-1317 Phone: (517) 432-8359 E-mail: firstname.lastname@example.org 2.0 EDUCATION CURRICULUM VITAE
MASTER OF SCIENCE FAMILY NURSE PRACTITIONER GRADUATE STUDENT PRECEPTOR PACKET Dear Clinical Preceptor: Thank you for agreeing to be a clinical preceptor for the Le Moyne College Family Nurse Practitioner
Nursing (NURS) 1 Nursing (NURS) NURS 189. Skills for Academic Success. 1 Credit. This course is designed to ease the transition for new students at NDSU. Students will be introduced to campus and learn
ANCC Program Requirements ACCREDITATION MAGNET RECOGNITION PATHWAY TO EXCELLENCE CERTIFICATION ACCREDITATION PROGRAM DESCRIPTION AND PURPOSE The ANCC Accreditation Program identifies organizations worldwide
1 Describe the scientific method and illustrate how it informs the discovery and refinement of medical knowledge. Apply core biomedical and social science knowledge to understand and manage human health
Clinical/Practicum Learning Analysis 1 Running head: CLINICAL/PRACTICUM LEARNING ANALYSIS PAPER Clinical/Practicum Learning Analysis Paper Carol A. Lamoureux-Lewallen Briar Cliff University Clinical/Practicum
COLLEGE OF NURSING PRECEPTOR HANDBOOK Page 2 TABLE OF CONTENTS Overview... 3 The Mission of the College of Nursing... 3 CON Goals... 3 About the Programs... 3 Student, Preceptor, Faculty Responsibilities...
Teaching Health? How Healthy Are You? Celeste Kehoe Yanni, PhD, RN-CHPN Quinnipiac University http://www.quinnipiac.edu ABSTRACT: The US Department of Health and Human Services document, Healthy People
Nurse Practitioner Program Site Visitor Handbook 1420 Austin Bluffs Parkway Colorado Springs, CO 80918 (719-255-4434) Fax: 719-255-4496 1 Table of Contents IMPORTANT CONTACT INFORMATION... 3 MISSION STATEMENT...
NURS 505 Reading and Conference 1-3 None 1 NURS 506 Special Projects 1-3 None 2 NURS 507B Fundamentals of Teaching Nurse-Midwifery Students This course is designed as an overview of fundamental principles
DOCTOR OF NURSING PRACTICE (DNP) Doctor of Nursing Practice (DNP) Purpose The distance education program leading to the Doctor of Nursing Practice degree at Wilkes University is linked to the mission statements
College of Nursing Graduate Handbook 2017 http://nursing.fsu.edu THE FLORIDA STATE UNIVERSITY MISSION STATEMENT The Florida State University preserves, expands, and disseminates knowledge in the sciences,
Dual Doctor of Nursing Practice (DNP) Program Student Handbook 2017-2018 A Dual Program of the University of North Carolina, Charlotte and Western Carolina University University of North Carolina, Charlotte
Research Briefs Expanding Primary Care Opportunities: Simulation for Clinical Reasoning Julia C. Phillippi, PhD, CNM; Amy Bull, PhD, FNP-BC; and Sharon L. Holley, DNP, CNM ABSTRACT Many nurse practitioner
Use of Objective Structured Clinical Examination in a Senior Baccalaureate Nursing Course for Assessment of End of Program Outcomes Diane Marcyjanik, MSN, EdS, RN Nita Johnson, MSN, RN Presentation Objectives
University of Massachusetts-Dartmouth College of Nursing Final Project Report, July 31, 2015 Project Title: Establishing preliminary psychometric analysis of a new instrument: Nurse Competency Assessment
CHAMBERLAIN UNIVERSITY Master of Science in Nursing (MSN) Concluding Graduate Experience (CGE) Handbook Welcome to your MSN Concluding Graduate Experience (CGE). All your previous graduate courses have
TROY School of Nursing Evaluation Plan: The School of Nursing definition of NLNAC Criteria and Student Academic Outcomes The specific components (variables) of NLNAC Standards, program outcomes, and student
College of Nursing Online FNP Program 1585 Neil Ave Columbus, OH 43215 Dear Valued Preceptor, Thank you so much for agreeing to be a preceptor for our online FNP student. Your mentorship is an essential
Adult-Gerontology Clinical Nurse Specialist (AG-CNS MSN) Class of 2018 Specialty Specific Courses Course Number: CNS 600A Course Title: Principles of Outcomes Management for CNS Practice Credits: 2 Course
VISIONSERIES TRANSFORMING NURSING EDUCATION L E A D I N G T H E C A L L T O R E F O R M Graduate Preparation for Academic Nurse Educators A Living Document from the National League for Nursing NLN Board
Request for Applications www.octri.org/octrikl2 Oregon Clinical and Translational Research KL2 Program Letter of Intent deadline: April 3, 2017 The OCTRI Education Program is accepting letters of intent
Department of Nurse Anesthesia 1 DEPARTMENT OF NURSE ANESTHESIA Michael D. Fallacaro, D.N.S., CRNA, FAAN Professor and chair The program was first organized in 1969 as the School of Nurse Anesthetists,
Objectives Preparing Practice Scholars: Implementing Research in the DNP Curriculum 2011 Symposium Produced by Members of NONPF s Research SIG To discuss the levels of DNP research competencies currently
I Have my BSN-Now What? JULIE MILLER, PHD, APRN, CPNP-AC,PPCNP- BC, FNP-C JULIE.MIL L E R 1 @ C C H M C. O RG Learning Objectives Discuss graduate education degree opportunities for nurses. State the purpose
Post-Graduate Certificate Program in Psychiatric Mental Health Nursing Stephanie Richardson PhD, RN Program Director email@example.com Brenda Hoskins-Mein, DNP, ARNP, GNP-BC, PMHNP-BC, FAANP PMH Track
The Evolving Practice of Nursing Pamela S. Dickerson, PhD, RN-BC PRN Continuing Education January-March, 2011 Disclaimer/Disclosures Purpose: The purpose of this session is to enable the nurse to be proactive
Susan N. Brasher, PhD, CPNP 1520 Clifton Road, NE Atlanta, GA. 30322 (404) 727-6490 Susan.firstname.lastname@example.org Education 2013-2016 PhD in Nursing Sciences University of Florida 2005-2007 Master of Science
Academic Program Development 2614 University Hall (MC 103) 601 South Morgan Street Chicago, Illinois 60607-7126 October 1, 2015 TO: FROM: Ilene Harris, Chair Senate Committee on Educational Policy Dana
An Invitation to Apply: University of Missouri-St. Louis (UMSL) College of Nursing Associate Dean for Academic Programs THE SEARCH The University of Missouri-St. Louis (UMSL) invites applications, nominations
Illinois State University Mennonite College of Nursing Doctor of Nursing Practice (DNP) Program Scholarly Project and Clinical Residency Handbook May 2015 (updated 8/6/2015) 1 Table of Contents Purpose
College of NURSING Randolph F.R. Rasch, DEAN The nursing profession is committed to the promotion of health through the provision of high quality nursing care within the health care system. Nursing encompasses
Clinical Simulation & Learning Center (CSLC) Policies & Procedures Manual 0 P a g e Table of Contents General Information... 2 Mission, Vision, and Goals Statement... 3 Organizational Chart... 4 Clinical
TITLE 16 CHAPTER 12 PART 3 OCCUPATIONAL AND PROFESSIONAL LICENSING NURSING AND HEALTH CARE RELATED PROVIDERS NURSING EDUCATIONAL PROGRAMS 220.127.116.11 ISSUING AGENCY: New Mexico Board of Nursing. [18.104.22.168
Kaiser Permanente SCAL Regional Nursing Research Program May 10, 2012 June L. Rondinelli RN, MSN Cecelia L. Crawford RN, MSN. DNP(c) Translational Research: from bench to bedside Learning Objectives At
MASTER OF SCIENCE IN NURSING PROGRAM TAKE YOUR CARE TO THE NEXT LEVEL. Graduate education is a vital component of Ursuline s mission, offering programs that prepare men and women for lives as intellectuals
NURS - Nursing NURSING Courses NURS 304. Principles of Practice: Foundations of Health Assessment. 3 This didactic and laboratory course emphasizes the assessment phase of the nursing process. Supervised
Clinical Guidelines Handbook for NP Specialties Doctor of Nursing Practice & Post-Graduate s Certificate Programs 2015-2016 G drive: Office of Academic Practice: Clinicals: Preceptor & Faculty Handbook.
Neurocritical Care Fellowship Program Requirements I. Introduction A. Definition The medical subspecialty of Neurocritical Care is devoted to the comprehensive, multisystem care of the critically-ill neurological
Agenda Item: 7.10 Prepared by: E. McDermott Board Meeting: April 19-20, 2018 Consideration of Request to Approve the Certified Nurse Educator Certification to Meet Continuing Competency Requirements for
Office of Continuing Medical Education CME Application Samples Gaps and Educational Needs For those completing an application for CME credit, the following examples from the Accreditation Council for Continuing
JONA Volume 37, Number 12, pp 552-557 Copyright B 2007 Wolters Kluwer Health Lippincott Williams & Wilkins THE JOURNAL OF NURSING ADMINISTRATION Organizational Change Strategies for Evidence-Based Practice
PRECEPTOR MANUAL School of Nursing Health Sciences Center, Level 2 Stony Brook, New York 11794-8240 631.444.3200 https://nursing.stonybrookmedicine.edu TABLE OF CONTENTS I. MESSAGE FROM THE DEAN II. III.
Clinical Occupational Therapy Clinical Occupational Therapy Sherry Muir Program Director Graduate Education Building, Room 75 West Maple Avenue Fayetteville, AR 479-575-877 (office) Email: email@example.com
PL2 Residents Residents rotate through the inpatient service at La Rabida Children s Hospital and Research Center over 1-2 months during the second year of residency. The inpatient service is separated
Didactic Year Courses (YEAR 1) Course Descriptions CLSC 5227: Clinical Laboratory Methods [1-3] Lecture and laboratory course that introduces the student to the medical laboratory. Emphasizes appropriate
Graduate Study 1 Graduate Study Advanced Education MSN The College of offers master s degree nursing studies in two advanced practice roles: Nurse Educator and Nurse Practitioner. Current Nurse Practitioner
Pamela R. Jeffries PhD, RN, FAAN, ANEF Dean and Professor The George Washington University School of Nursing Objectives The participants will be able to: Review the state of Nursing Science in Simulation.
Curriculum Vitae Amy L. Jones, RN, EdD, RN 1501 W. Laquinta Sioux Falls, SD 57108 (605) 271-5537 EDUCATION December2005 Doctorate in Education Education Administration: Adult and Higher Education University
Professional Growth Narrative Maria C. Reyes April, 1012 Zaccagnini and White (2011) assert that nurses can no longer rely on tradition and task orientation as their substantive base, nurses need facility
Danette Dutra EdD, MSN, FNP-C Curriculum Vitae Education firstname.lastname@example.org 2009 Doctorate in Education School of Education, Learning and Instruction University of San Francisco Research: Development
Simulation Design Template Date: May 7/8, 2008 File Name: Discipline: RN, Charge nurse, medical radiology, pharmacy tech, social work, medicine (whatever is available at the institution) Student Level:
PN Program Curriculum Title Description Semester 1 Perquisites 13 BIOH 104 Basic Human 3 Biology BIOH 105 Basic Human 1 Biology Lab Psych Introduction to 3 100S Psychology M 120 Mathematics with 3 Health
Preceptors and Students: A Discussion Larlene Dunsmuir James Sims Problem Perception: Insufficient number of practicing NPs willing to serve as clinical preceptors for NP students Reported: Finding adequate
Family Nurse Practitioner Option Master of Nursing Graduate Degree Program Clinical Manual 2012-2013 Reviewed June, 2012 Associate Dean for Research and Graduate Education TABLE OF CONTENTS Introduction...
University of Colorado at Colorado Springs Institutional Change Request to Approve the Doctorate of Nursing Practice 1. Change in an education offering. In 2006, the University of Colorado Board of Regents
Running head: SIMULATION EXPERIENCE 1 Improving Care Delivery to Patients Through Multiple-Patient Simulation Experience Wende Prince MS, APRN, NNP-BC University of Utah In partial fulfillment of the requirements
OWENS, Joan 1 Joan M. Owens, PhD, RNC-MNN E-mail: email@example.com EDUCATION UNIVERSITY OF NORTHERN COLORADO Doctor of Philosophy Awarded August 2015 Nursing Education Master of Science in Nursing Awarded
Introduction MSN Nurse Practitioner and/or Nursing Education Preceptor Handbook A clinical preceptorship is a supervised clinical experience that allows students to apply knowledge and skills in a practice
Doctor of Nursing Practice (DNP) DNP PROJECT HANDBOOK Page 1 of 15 Table of Contents: TABLE OF CONTENTS: 2 I. DNP PROGRAM OUTCOMES 3 II. PURPOSE OF THE DNP PROJECT IN THE DNP CURRICULUM: 3 III. DNP PROJECT
School of Nursing PRECEPTOR GUIDE Master of Science in Nursing - Nursing Education 1 Disclaimer Statement These guidelines have been prepared to inform you of the selected policies, procedures and activities
Reduced Anxiety Improves Learning Ability of Nursing Students Through Utilization of Mentoring Triads Keywords: Anxiety, Nursing Students, Mentoring Tamara Locken Heather Norberg College of Nursing Brigham
BACKGROUND In March 1999, the provincial government announced a pilot project to introduce primary health care Nurse Practitioners into long-term care facilities, as part of the government s response to
A Comparative Case Study of the Facilitators, Barriers, Learning Strategies, Challenges and Obstacles of students in an Accelerated Nursing Program Background and Context Adult Learning: an adult learner
Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009 Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009
Regis University epublications at Regis University All Regis University Theses Spring 2012 Simulation in Nursing Education: a tool for Program Evaluation Janet M. Withersty Regis University Follow this
Graduate Nursing Mission: Preparing students to professionally provide high quality, ethical and compassionate health care services. You ve discovered your calling. Let s bring it to life. You ve already
Doctor Of Nursing Practice Capstone And Clinical Guidebook Appendices Appendices Page: A. DNP Essentials: See link http://www.aacn.nche.edu/publications/position/dnpessentials.pdf B. DNP Faculty, Scholarly
COLLEGE OF NURSING UNIVERSITY OF TOLEDO / BOWLING GREEN STATE UNIVERSITY PROGRAM SURVEY OF BSN GRADUATES Graduating University: University of Toledo Bowling Green State University Indicate your responses
USING SIMULATION TO BRIDGE THE GAP BETWEEN NOVICE AND EXPERT Kevin V. Stevens, MSN, RN, CHSE Director, Center of Excellence in Clinical Performance and Simulation WSU College of Nursing SIMULATION I hear