Amy Nagle PhD, RN, CNE, CHSE, Ann Loomis PhD, RN, CNEcl, Christi Jones MSN, FNP-BC, CHSE, Karen Grammer MSN, CMSRN, ONC, CHSE, Mark Ailor MSN, RN, Amanda Ward DNP, RN, CNE, Deb Dye DNP, RN, CNE, AHN-BC
{"title":"专门的模拟教师模型对学士学位预备学生学习成果和感知自我效能的影响","authors":"Amy Nagle PhD, RN, CNE, CHSE, Ann Loomis PhD, RN, CNEcl, Christi Jones MSN, FNP-BC, CHSE, Karen Grammer MSN, CMSRN, ONC, CHSE, Mark Ailor MSN, RN, Amanda Ward DNP, RN, CNE, Deb Dye DNP, RN, CNE, AHN-BC","doi":"10.1016/j.ecns.2025.101798","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Effective simulation requires a skilled facilitator to create an engaging learning environment. Becoming adept in facilitation demands training and experience..</div></div><div><h3>Purpose</h3><div>To evaluate the impact of a pilot of a dedicated simulation facilitator model (DSFM) on facilitator competency, student learning, and student clinical self-efficacy.</div></div><div><h3>Methods</h3><div>Five faculty were selected for the pilot DSFM and trained prior to facilitating five simulations with nursing students in two Medical-Surgical courses. Self-efficacy was gauged using the Self-efficacy in Clinical Performance (SECP) survey, while learning was evaluated by comparing exam scores. Faculty competence was measured through the Debriefing Assessment for Simulation in Healthcare (DASH) and Debriefing for Meaningful Learning Evaluation Scale (DMLES).</div></div><div><h3>Results</h3><div>Six of the ten exam scores showed improvements, with three demonstrating statistical significance. SECP scores demonstrated improved self-efficacy. Facilitators demonstrated slight improvements in DASH and DMLES scores.</div></div><div><h3>Conclusions</h3><div>These findings highlight the importance of training and evaluation in improving facilitation skills, particularly for novice facilitators. Implementing a DSFM with continuous training and evaluation can enhance student learning and self-efficacy.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"106 ","pages":"Article 101798"},"PeriodicalIF":2.5000,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impact of a dedicated simulation faculty model on student learning outcomes and perceived self-efficacy in baccalaureate-prepared students\",\"authors\":\"Amy Nagle PhD, RN, CNE, CHSE, Ann Loomis PhD, RN, CNEcl, Christi Jones MSN, FNP-BC, CHSE, Karen Grammer MSN, CMSRN, ONC, CHSE, Mark Ailor MSN, RN, Amanda Ward DNP, RN, CNE, Deb Dye DNP, RN, CNE, AHN-BC\",\"doi\":\"10.1016/j.ecns.2025.101798\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Effective simulation requires a skilled facilitator to create an engaging learning environment. Becoming adept in facilitation demands training and experience..</div></div><div><h3>Purpose</h3><div>To evaluate the impact of a pilot of a dedicated simulation facilitator model (DSFM) on facilitator competency, student learning, and student clinical self-efficacy.</div></div><div><h3>Methods</h3><div>Five faculty were selected for the pilot DSFM and trained prior to facilitating five simulations with nursing students in two Medical-Surgical courses. Self-efficacy was gauged using the Self-efficacy in Clinical Performance (SECP) survey, while learning was evaluated by comparing exam scores. Faculty competence was measured through the Debriefing Assessment for Simulation in Healthcare (DASH) and Debriefing for Meaningful Learning Evaluation Scale (DMLES).</div></div><div><h3>Results</h3><div>Six of the ten exam scores showed improvements, with three demonstrating statistical significance. SECP scores demonstrated improved self-efficacy. Facilitators demonstrated slight improvements in DASH and DMLES scores.</div></div><div><h3>Conclusions</h3><div>These findings highlight the importance of training and evaluation in improving facilitation skills, particularly for novice facilitators. Implementing a DSFM with continuous training and evaluation can enhance student learning and self-efficacy.</div></div>\",\"PeriodicalId\":48753,\"journal\":{\"name\":\"Clinical Simulation in Nursing\",\"volume\":\"106 \",\"pages\":\"Article 101798\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-08-20\",\"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/S187613992500115X\",\"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/S187613992500115X","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Impact of a dedicated simulation faculty model on student learning outcomes and perceived self-efficacy in baccalaureate-prepared students
Background
Effective simulation requires a skilled facilitator to create an engaging learning environment. Becoming adept in facilitation demands training and experience..
Purpose
To evaluate the impact of a pilot of a dedicated simulation facilitator model (DSFM) on facilitator competency, student learning, and student clinical self-efficacy.
Methods
Five faculty were selected for the pilot DSFM and trained prior to facilitating five simulations with nursing students in two Medical-Surgical courses. Self-efficacy was gauged using the Self-efficacy in Clinical Performance (SECP) survey, while learning was evaluated by comparing exam scores. Faculty competence was measured through the Debriefing Assessment for Simulation in Healthcare (DASH) and Debriefing for Meaningful Learning Evaluation Scale (DMLES).
Results
Six of the ten exam scores showed improvements, with three demonstrating statistical significance. SECP scores demonstrated improved self-efficacy. Facilitators demonstrated slight improvements in DASH and DMLES scores.
Conclusions
These findings highlight the importance of training and evaluation in improving facilitation skills, particularly for novice facilitators. Implementing a DSFM with continuous training and evaluation can enhance student learning and self-efficacy.
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.