Planning and managing a complex multisite study in the age of technology.

A 2-year long, multisite research study that evaluated cardiopulmonary resuscitation skill decay among nursing students was conducted at 10 schools of nursing across the United States. The study was conducted in two phases and required carefully timed sessions for skill performance. Multisite studies in nursing education need to be carefully planned. Time delays should be anticipated with processes and Institutional Review Board protocols across sites. All team members were trained and consistently supported during the entire study. While challenges and obstacles were identified, innovative solutions were implemented that assisted the research team to successfully complete the study. The use of new and existing technology allowed the team to surmount many of the challenges encountered in this study. The purpose of this article is to describe the logistics, processes, challenges, and lessons learned related to conducting a complex multisite study.

Development and Psychometric Evaluation of the Facilitator Competency Rubric.

AIM: The purpose of the study was to evaluate the psychometric properties of the Facilitator Competency Rubric (FCR). BACKGROUND: The FCR was developed to fill a deficit in tools available to holistically evaluate competency of simulation facilitators. METHOD: The FCR has five constructs: preparation, prebriefing, facilitation, debriefing, and evaluation. Benner's novice-to-expert theory was used to categorize subcomponents. Expert panel validation was sought. Participants from four baccalaureate nursing programs completed 107 observations of facilitators using the FCR. RESULTS: Interrater reliability as assessed using generalizability theory was good. G coefficients ranged from good to excellent (.80 to .99). FCR items appeared to be well constructed. Term, day of the week, time of day, and simulation type were significant predictors of the FCR global score. CONCLUSION: The FCR is a valid, reliable tool that can be used for formative or summative evaluation of simulation facilitators. Scores can guide and prioritize faculty development.

Updating the Simulation Effectiveness Tool: Item Modifications and Reevaluation of Psychometric Properties.

AIM: This study evaluated the psychometric properties of the modified Simulation Effectiveness Tool (SET), the SET-M. BACKGROUND: The SET, developed in 2005, was updated to be consistent with INACSL Standards of Best Practice, QSEN practices, and American Association of Colleges of Nursing baccalaureate essentials. METHOD: Undergraduate nursing students from two nursing programs, one with multiple campuses, completed the SET-M following completion of a simulated clinical experience; 1,288 students took part in the study. RESULTS: Exploratory factor analysis was completed using unweighted least squares. Four subscales were identified with acceptable internal consistency: Prebriefing (α = .833), Learning (α = .852), Confidence (α = .913), and Debriefing (α = .908). CONCLUSION: Revisions made to modify the SET to current standards of simulation practice have resulted in the SET-M, which has been shown to be a valid and reliable method of evaluating students' perceptions of the effectiveness of learning in the simulation environment.