Improving the Faculty and Nursing Student Learning Experience in Simulation with Faculty Simulation Teams

Abstract

Background

A mid-west university transitioned from a large faculty simulation team to smaller, course based assignments with enhanced team structure and leadership to improve student experiences, outcomes, and decrease faculty fatigue.

Methods

Faculty teams were assigned to cohorts of undergraduate nursing students. Each team had an identified team lead, and two simulation coordinators across the nursing curriculum. Student evaluations were solicited before and after the change in simulation team structure to assess student experience and learning outcomes.

Results

There was no statistically significant change in student reports of course quality, difficulty, or engagement. Rates of student evaluation and feedback improved broadly. Qualitative feedback revealed students reported less feelings of anxiety and commented more positively regarding faculty and their contribution to learning. Faculty reported decreasing feelings of fatigue and burnout with faculty simulation teams.

Conclusion

Faculty simulation teams and standardized faculty assignments improved the development of student-faculty relationships. Limiting the number of simulation events each day decreased faculty reports of fatigue and improved faculty retention.