{"title":"通过教师模拟团队改善教师和护理专业学生的模拟学习体验","authors":"Christina Quick DNP, APRN, CPNP-AC/PC, CHSE, Sherri Fannon DNP, MSN, RN, CHSE, Amy Manderscheid DNP, RN, AGPCNP-BC, AGNP-C, CMSRN, Emma Buchele BSN, RN","doi":"10.1016/j.ecns.2024.101517","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>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.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Improving the Faculty and Nursing Student Learning Experience in Simulation with Faculty Simulation Teams\",\"authors\":\"Christina Quick DNP, APRN, CPNP-AC/PC, CHSE, Sherri Fannon DNP, MSN, RN, CHSE, Amy Manderscheid DNP, RN, AGPCNP-BC, AGNP-C, CMSRN, Emma Buchele BSN, RN\",\"doi\":\"10.1016/j.ecns.2024.101517\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>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.</p></div>\",\"PeriodicalId\":48753,\"journal\":{\"name\":\"Clinical Simulation in Nursing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-03-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Simulation in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1876139924000094\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139924000094","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Improving the Faculty and Nursing Student Learning Experience in Simulation with Faculty Simulation Teams
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.
期刊介绍:
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.