Teaching Healthcare Professionals Using Simulation
Course #31214 - $30 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Simulation is growing in popularity in nursing and healthcare educational systems across the country. Its use is driven by the demand to educate healthcare professionals for the growing national nursing shortage, the need to practice skills without harming live patients, and the increasing ease of its usage and availability. The technology is popular among the younger, technologically savvy generations and appreciated by the older. Simulation has a variety of applications. Some examples include to increase knowledge and skill retention for rare and high-risk medical situations and to improve team dynamics and performance in ad hoc teams, such as code blue responses. It offers a unique, controlled, learner-focused educational environment that can mimic real-life situations and experiences. Being used by educators, faculty, and residency programs, simulation is a valuable learning tool that appeals to visual, kinesthetic, and auditory learners. There are a variety of simulation tools that can be employed to make an exceptional educational experience. This course explores the history of simulation use, uses for it, how to use simulation as a learning tool, effectively creating a simulation scenario to meet educational goals, and proper debriefing tactics for simulation educational sessions.
This course is designed for healthcare educators in the academic and staff development sectors. This includes nursing, medical, and allied health programs. It may also have application to healthcare workers exploring new ways to practice, test, and learn new skills related to their job requirements.
The purpose of this course is to provide healthcare educators with the information necessary to design and implement a simulation curriculum to create a rewarding, effective, and interactive learning environment for participants. These sessions will lead to greater skill retention, safer practitioners, and increased confidence and competence in healthcare workers.
Upon completion of this course, you should be able to:
- Describe the adaption of the history of simulation use into the healthcare industry.
- Name applications of simulation as a healthcare learning tool.
- Identify how to use learning domains when creating a simulation learning scenario.
- Apply simulation learning activities to specific student population educational needs.
- Identify components of planning a debriefing session.
- Describe the role of the educator in a debriefing session.
- Outline tips for a successful debriefing session.
Jessica Kamerer, EdD, MSN, RNC-NICU, has worked training healthcare providers using simulation methods since 2006. She has experience utilizing simulation in academic and staff development environments. She works with college faculty, residency programs, and hospital educators to develop simulation-based educational programs. Programs range from medical student education in programs such as the family practice residency, nursing and respiratory care programs, to staff development, policy testing, and competency trainings. Her undergraduate degree from Indiana University of Pennsylvania is a Bachelor of Science in Nursing and her Master's degree from Walden University is a Master of Science in Nursing, specializing in education. Her Master's degree capstone project focus was research utilizing simulation to increase the effectiveness of graduate nurse orientation in critical care units. Her Doctorate of Education degree with a concentration in organizational leadership is from Nova Southeastern University. As an expert, Dr. Kamerer provides trainings on learner-centered teaching pedagogies including simulation, as well as consults on development of simulation curriculums, research, and grant writing. Her medical background includes emergency medicine, mental health, and neonatal intensive care. She has a specialist RNC certification as a neonatal intensive care nurse. Dr. Kamerer has been published and presented locally, nationally, and internationally on a variety of topics related to simulation, innovative teaching strategies, and neonatal medicine. She is currently a nursing faculty member and Director of Corporate Programs and Lifetime Learning at Robert Morris University.
Contributing faculty, Jessica Kamerer, EdD, MSN, RNC-NICU, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Mary Franks, MSN, APRN, FNP-C
Sharon Cannon, RN, EdD, ANEF
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.