The effect of asynchronous group discussions on nurse practitioner student debriefing experience in virtual simulation.

ABSTRACT: Debriefing facilitates student learning of critical concepts and faculty evaluation of simulation learning outcomes. However, effective practices in debriefing after virtual simulation, including the impact of software-generated performance feedback and asynchronous group debriefing, are not well understood. Student perceptions of two different methods of postsimulation debriefing were explored by comparing software-generated performance feedback only versus software-generated feedback combined with an asynchronous, faculty-facilitated, online discussion based on the 3D Model of Debriefing. The Debriefing Experience Scale was used to evaluate self-reported debriefing experiences in 68 advanced practice nursing students before and after implementation of an online discussion-board debriefing strategy. Students reported an improved debriefing experience when simulation software-generated feedback was combined with asynchronous online discussion compared with automated software-generated feedback alone. Implications for faculty are discussed including lessons learned to support online, asynchronous debriefing experiences, and how to engage students in meaningful discussions that triangulate feedback from the simulation software, peers, and their instructor.

Use of an Academic Electronic Health Record With an Interprofessional Simulation for Advanced Practice Nursing Students.

ABSTRACT: Simulation with interprofessional teams provides case management opportunities for advanced practice RN students they may not encounter in preceptorships. We designed standardized patient simulations to improve health care safety and outcomes; an academic electronic health record was used in some simulations. We report quality improvement findings from 74 APRN students who completed a survey with open-ended questions. We found that simulation in interprofessional teams positively impacted role immersion, confidence, problem-solving skills, and teamwork. Use of the academic electronic health record added realism. The findings are being incorporated as part of continuous quality improvement in the teaching-learning process.

Academic dishonesty: What impact does it have and what can faculty do?

Academic dishonesty occurs among nursing students at multiple levels of professional education programs. Studies have shown that students who commit dishonest acts in the educational setting may also commit dishonest acts as students in the clinical setting and as professionals in their practice setting. This lack of professional integrity may result in poor outcomes for patients as well as loss of trust from patients and from colleagues. Although multiple studies done among prelicensure nursing students explored academic dishonesty, there are few studies of academic integrity among nurse practitioner (NP) students. As advanced practice nurses, we need to understand the issues of academic dishonesty among NP students through further research. As faculty, we must act to prevent academic dishonesty and unethical behavior and to provide appropriate consequences when it occurs. It is also important that we consider ways to socialize students into ethical behavior to maintain trust in the profession. It is important that we respond to both students and colleagues who demonstrate a lack of integrity. All NPs must work to create a culture of professional integrity among students and members of the profession at every level.

Evaluating models of healthcare delivery using the Model of Care Evaluation Tool (MCET).

BACKGROUND AND PURPOSE: Our aim was to provide the outcome of a structured Model of Care (MoC) Evaluation Tool (MCET), developed by an FAANP Best-practices Workgroup, that can be used to guide the evaluation of existing MoCs being considered for use in clinical practice. Multiple MoCs are available, but deciding which model of health care delivery to use can be confusing. This five-component tool provides a structured assessment approach to model selection and has universal application. METHODS: A literature review using CINAHL, PubMed, Ovid, and EBSCO was conducted. CONCLUSIONS: The MCET evaluation process includes five sequential components with a feedback loop from component 5 back to component 3 for reevaluation of any refinements. The components are as follows: (1) Background, (2) Selection of an MoC, (3) Implementation, (4) Evaluation, and (5) Sustainability and Future Refinement. IMPLICATIONS FOR PRACTICE: This practical resource considers an evidence-based approach to use in determining the best model to implement based on need, stakeholder considerations, and feasibility.

The use of simulation with advanced practice nursing students.

PURPOSE: To review use of simulation in the education of advanced practice nurses and to describe an innovative simulation program for family nurse practitioner (NP) students. DATA SOURCES: The literature was reviewed using MEDLINE and CINAHL searches for descriptions of simulation programs for advanced practice nursing (APN) students. A description of a simulation program in a family NP program was provided. CONCLUSIONS: The literature on the use of simulation in primary care APN programs is scant, but simulation seems to represent an active learning strategy that would be of benefit to primary care APN students in increasing knowledge and confidence about the management of clinical situations. Students can also work with faculty to create simulation experiences based on the knowledge of their own learning needs and expertise in specialty areas of nursing. IMPLICATIONS FOR PRACTICE: More information about the use of simulation programs for APN students is needed along with more information about educational outcomes.

Becoming a super preceptor: a practical guide to preceptorship in today's clinical climate.

PURPOSE: To provide both potential and active preceptors with practical information that will help with the decision to become a preceptor, and to develop the preceptor partnership among the preceptor, the faculty, the student, and the patient. The article suggests ways to apply realistic techniques to assure that the preceptorship is successful in today's fast-paced practice climate. The article also presents successful evaluation strategies for the experience. DATA SOURCES: Evidence-based reports, anecdotal experiences, personal conversations, and reports of proven preceptorship techniques. CONCLUSIONS: Through a review of available literature and the authors' experience as preceptors and faculty, it is clear that it is possible to implement a mutually beneficial preceptor experience even in today's productivity-based practice models. Preplanning and use of suggested strategies can make precepting an enjoyable and rewarding experience. IMPLICATIONS FOR PRACTICE: The education of tomorrow's practitioners is a mutual professional partnership among the stakeholders in the educational process. Application of practical strategies for enhancing this partnership will make the experience realistic and rewarding.