Interprofessional Educator Development Course for Simulation.

As interprofessional teams and interprofessional practice become the norm in health care, there is an increasing need for interprofessional educator development to prepare health care students and staff for these new roles. This article describes the development, implementation, and results of an Interprofessional Educator Development Course (IPEDC) for simulation that was created to train clinical educators, practicing professionals, and academic faculty from all health care professions in simulation methodology. The authors, working across disciplines and professions, describe the benefits, limitations, and outcomes of this approach and explain how they met the needs of the involved stakeholders. [J Contin Educ Nurs. 2019;50(10):463-468.].

Student, Preceptor, and Faculty Perceptions of Three Clinical Learning Models.

BACKGROUND: Nursing faculty members strive to use optimal clinical learning environments that educate students for clinical competence and sense of salience. The purpose of this study was to offer insight into the perceptions of students, preceptors, and faculty in three clinical models: traditional, precepted, and a hybrid blend. METHOD: One hundred fifty students, seven preceptors, and 12 faculty members responded to open-ended survey questions about their experience in one of the models. Conventional content analysis revealed themes for each group and theme intersections across groups. RESULTS: The students' themes included Making Connections (traditional), The Land of Opportunity (precepted), and The Total Package (hybrid). Preceptor themes included Giving of Self and Reflection on Practice. The Value of the Nurse theme emerged from faculty responses across all models. Students desired additional skill performance, and preceptors suggested improved communication and role clarity. CONCLUSION: Clinical models that maximize faculty and preceptor expertise should be formalized and studied. [J Nurs Educ. 2017;56(5):281-286.].

Tips for Conducting the Pre-Brief for a Simulation.

The pre-brief is an important part of a simulation. It offers participants an orientation to the simulation environment and enables them to reach the intended goals and objectives of the learning activity. This article describes the components of the pre-brief and provides practical tips on how to conduct this step using a simulation. These teaching strategies will help provide a positive learning experience for participants. J Contin Educ Nurs. 2016;47(8):353-355.

Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.

BACKGROUND: Understanding the strengths and challenges of various clinical models is important for nursing education. METHOD: Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. RESULTS: Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. CONCLUSION: All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.].

When Baby Stops Breathing: Analysis of Mothers' Interviews.

Sudden unexplained infant death is responsible for 14% of Indiana's infant mortality. The purpose of this qualitative research study was to describe mothers' experiences when death of an infant occurred suddenly and unexpectedly. Field deputies or social workers interviewed mothers from central Indiana during the child-death team investigations. The Thematic Analysis Program from the Joanna Briggs Institute was used to analyze interview data. Sixteen de-identified interview cases were extracted, and a meta-aggregate method was conducted. The three synthesized themes were Extreme Emotional Shock, We Feel Like We're to Blame, and Working Toward Moving On. Understanding these phenomena from mothers' experience may assist in eliminating risks associated with infant deaths and inform nursing practice and policy.

Advanced Practice Nursing Simulation for Neonatal Skill Competency: A Pilot Study for Successful Continuing Education.

BACKGROUND: Skill readiness remains a challenge for all health care professionals who are involved in direct patient care. Researchers suggest that skill retention may decrease within 6 months of an educational session. The purpose of this study was to explore competency retention for high-risk, low-frequency procedures, specifically, managing a difficult airway and placing a laryngeal mask airway, using a web-based content refresher. METHOD: The pilot study was conducted in two sessions. Session one established clinical skill competency. Six months later, the advanced practice RNs were randomized into two groups. Group 1 reviewed didactic content and participated in a complex airway management simulation. Group 2 participated only in a complex airway management simulation. RESULTS: This study showed a positive trend in maintaining competency for a low-frequency procedure for which complex airway management was given, using web-based content review. It is feasible to maintain competency for low-frequency procedures using web-based content refreshers. CONCLUSION: This pilot study benefited advanced practice nurses by providing them with the potential to maintain competency in this high-risk, low-frequency procedure. Continuing education is an important consideration for health care organizations.

Tips for the use of simulation to maintain competency in performing high-risk/low-frequency procedures.

Simulations are a way for educators to provide a safe way to maintain competency for procedural skills. Simulations allow for controlled evaluation and educational environments for both learners and educators. Helping the learner discern important information is a benefit of preforming high-risk/low-frequency skills during a simulation. High-risk/low-frequency simulations are a way to ensure that learners can perform procedures with infrequent clinical opportunity.

A guide for preceptors of advance practice nursing students caring for women and infants.

Women's health care in the United States has been described as unsatisfactory and falling behind the Healthy People 2010 objectives. Inadequate health care due to a shortage of providers is especially problematic for women who are poor with lower socioeconomic status. Advanced practice nurses are well suited to address this need. In this article, preceptor and academic partnerships are discussed as strategies to make more qualified women's health and infant providers available.

Developing and using online courses to prepare nurses for employment in critical care.

Using online courses is one way to simplify orientation programs and leverage educator resources. Three critical care courses were created using a distributed authoring model with geographically diverse clinical experts. A companion online orientation course prepares preceptors to assist with clinical application. Course outcomes include preparation for practice, career mobility/advancement, and learner satisfaction.