Growing Pains: Expansion of a Simulation Program Mindi Anderson, - - PowerPoint PPT Presentation

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Growing Pains: Expansion of a Simulation Program Mindi Anderson, PhD, ARNP, CPNP-PC, CNE, CHSE-A, ANEF Desiree Daz, PhD, RN-BC, CNE, CHSE-A, ANEF Disclosures M. Anderson current grant funding National Science Foundation (NSF);

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SLIDE 1

Growing Pains: Expansion of a Simulation Program

Mindi Anderson, PhD, ARNP, CPNP-PC, CNE, CHSE-A, ANEF Desiree Díaz, PhD, RN-BC, CNE, CHSE-A, ANEF

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SLIDE 2

Disclosures

  • M. Anderson – current grant funding – National

Science Foundation (NSF); Program Director

  • f Nursing and Health Care Simulation MSN

Graduate Program and Health Care Simulation Graduate Certificate

  • D. Díaz – no disclosures
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SLIDE 3

Objectives

  • 1. Describe at least two different stages of

simulation program development.

  • 2. Discuss at least three common issues of

simulation program development within each stage.

  • 3. Develop practical strategies for common

problems discussed.

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SLIDE 4

Stages of Simulation Program Development

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SLIDE 5

Full Disclosure

  • We are pediatric people!
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SLIDE 6

Definition of Growing Pains

  • Description
  • Cause
  • Treatment
  • What is known
  • What does this have to do with simulation?

(Mayo Clinic Staff, 2016)

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SLIDE 7

Conception – Our Definition

  • Delusions of grandeur:
  • Thinking about/researching starting a

simulation program

  • Beginning simulation program planning and

forming a team

  • Using a little simulation scattered here and

there, but not a “formal” program

  • Adding standardization to what you are doing

(Seropian, Brown, Gavilanes, & Driggers, 2004)

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SLIDE 8

Infancy – Our Definition

  • Characterized by:
  • Those with a program less than a year

(possibly)

  • One to two people responsible for creation,

content, set-up and quality assurance

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SLIDE 9

Toddlerhood – Our Definition

  • We characterize by:
  • Programs a few years old; maybe up to four
  • r five years old
  • Evaluation in many aspects of simulation

but not all areas

  • Problems begin to arise as warranties run
  • ut
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SLIDE 10

Childhood – Our Definition

  • We begin to characterize by outcome

measures:

  • Programs more than five years old but may

be beginning to see FTT (failure to thrive)

  • Administration wanting more with same

resources

  • Outcome measures begin to be collected

and discussed with no movement or changes

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SLIDE 11

Adolescence – Our Definition

  • We characterize by outcomes and reach:
  • Programs with simulation in greater than

75% of courses

  • Outcome measures with valid instruments of

simulation-based education (SBE)

  • Teams formed to evaluate, create and follow

best practices

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SLIDE 12

Adulthood – Our Definition

  • We characterize by:
  • Programs using evidence-based practice to

enhance SBE

  • INACSL Standards of Best PracticeSM

(INACSL, n.d.a) are enforced, no longer just encouraged

  • SBE is in every aspect of clinical education
  • Evaluation of SBE and program is ongoing
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SLIDE 13

Question?

  • What stage do you think your program is in?
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SLIDE 14

Simulation-based Activity

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SLIDE 15

Common Issues/Practical Strategies – Each Stage

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SLIDE 16

Common Issues/Strategies

  • They may not follow the stages
  • May be more about what the program is

doing/not doing than how long the program has been around

  • You may have the same issue in multiple

stages

  • Strategies may work the first time, but you may

need to vary the next time

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SLIDE 17

Infancy Issues/Strategies

  • Where to begin
  • Mission/Vision
  • Business and strategic plans
  • Obtaining buy-in/garnering champions
  • Designing/building or re-

designing/purchasing

  • Where are you going to get initial $$
  • Strategies

(HealthySimulation.com, n.d.; Society for Simulation in Healthcare [SSH], 2016b; Seropian et al., 2004)

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SLIDE 18

Infancy Issues/Strategies

  • Initial faculty development
  • Many times, this is absent or not formal
  • INACSL Standards of Best Practice:

SimulationSM Simulation facilitation (INACSL Standards Committee, 2016a) – provides support for need

  • Many ways to go about – initial training
  • Other considerations – concierge model

(Anderson, Bond, Holmes, & Cason, 2012; Coffman, Doolen, & Llasus, 2015; Herrington & Schneidereith, 2017; Peterson, Watts, Epps, & White, 2017; Seropian et al., 2004)

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SLIDE 19

Other Infancy Issues/Strategies

  • Drafting initial policies and procedures
  • Which ones? Examples
  • How to get them?
  • Join simulation groups - samples
  • Borrow/adapt (with permission!)
  • Bring in expert
  • Form simulation group/operations group
  • Map to accreditation standards (SSH,

2016a) and INACSL Standards of Best Practice (INACSL, n.d.a)

(Coffman et al., 2015; HealthySimulation.com, n.d.; Seropian et al., 2004; SSH, 2016b)

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SLIDE 20

Infancy – Policies and Procedures

  • Other issues:
  • Determining:
  • Process for approval
  • Storage
  • Education on/about
  • Enforcement
  • Strategies
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SLIDE 21

Other Infancy Issues/Strategies

  • Curriculum
  • “Doing a sim”
  • Should be developing curriculum
  • Looking at where sim is done, how it is

counted, knowing regulations

  • Strategies

(Herrington & Schneidereith, 2017; INACSL, n.d.b; Seropian et al., 2004)

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SLIDE 22

Other Infancy Issues/Strategies

  • Evaluation
  • How will program be evaluated?
  • Formative/summative
  • Different levels of Kirkpatrick (1998)
  • Need to start – lower levels?

(Coffman et al., 2015; INACSL Standards Committee, 2016b)

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SLIDE 23

Toddlerhood Issues/Strategies

  • Faculty development - continued
  • Should be:
  • Ongoing
  • Tiered
  • In addition to education, need to

“develop” faculty

  • Strategies
  • Certification (SSH, n.d.a, n.d.b).

(Peterson et al., 2017)

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SLIDE 24

Other Toddlerhood Issues/Strategies

  • Policies and procedures –
  • Who is keeping them?
  • Working?
  • Re-writing needed?
  • Any missing?
  • What strategies could you use?
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SLIDE 25

Other Toddlerhood Issues/Strategies

  • Curriculum
  • Strategies
  • Purchasing pre-written simulations; adapting

for courses/curricula

  • Map it out
  • Plan it out
  • Simulation/curriculum committees
  • Faculty groups
  • Concierge model
  • Collaboration with faculty

(Coffman et al., 2015; Herrington & Schneidereith, 2017; Seropian et al., 2004)

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SLIDE 26

Other Toddler Issues/Strategies

  • How can you “step up” evaluation game?
  • Strategies
  • Determine what you are evaluating
  • Evaluating all areas?
  • What does the data show?
  • Present data to appropriate stakeholders
  • How can you achieve higher levels?
  • Research?
  • Collaborate with researchers
  • Specific hires?
  • Grants

(Kirkpatrick, 1998)

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SLIDE 27

Other Toddler Issues/Strategies

  • Warranties running out and problems
  • Strategies
  • Plan for assessment of
  • Need for additional funds/space
  • Grants – multiple types
  • Convincing stakeholders
  • Showing data
  • Bringing way to bring in funds

(SSH, 2016b)

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SLIDE 28

Other Toddler Issues/Strategies

  • Accreditation
  • Still on target?
  • Provisional? (Society for Simulation in

Healthcare Accreditation, n.d.b)

  • Advantages (A. Spain, personal

communication, October 6, 2018)

  • Strategies
  • Add to strategic plan
  • Accreditation committee
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SLIDE 29

Childhood Issues/Strategies

  • Ongoing faculty development – noticing a

pattern?

  • Strategies
  • Policies and procedures
  • Strategies
  • Adding to/integrating curriculum – still

relevant?

  • Strategies

(Peterson et al., 2017)

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SLIDE 30

Other Childhood Issues/Strategies

  • Evaluation plan
  • Using outcomes data?
  • Strategies
  • Warranties/other problems
  • Strategies
  • Keeping staff happy and challenged
  • Keeping program “fresh”
  • Sustainability
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SLIDE 31

Other Childhood Issues/Strategies

  • Accreditation
  • Provisional (Society for Simulation in

Healthcare Accreditation, n.d.b) vs. Full (Society for Simulation in Healthcare Accreditation, n.d.a)

  • Strategies
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Adolescence Issues/ Strategies

  • Faculty development (pattern continues) and

“developing” faculty

  • Policies and procedures
  • Adding to/integrating curriculum
  • Scheduling “knight”mare
  • Evaluation
  • Increasing research/consider generating

new knowledge; expanding field

  • Strategies

(Peterson et al., 2017; SSH, 2016b)

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SLIDE 33

Other Adolescence Issues/ Strategies

  • Warranties/Other problems
  • Enough staff
  • Keeping staff happy and challenged
  • Keeping program “fresh”
  • Sustainability
  • Accreditation
  • Strategies

(SSH, 2016b)

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SLIDE 34

Adulthood

  • Group activity
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SLIDE 35

Things to Consider - Growth

  • New simulation modalities/technologies
  • Adding standardized patients and/or embedded

participants – definitions (INACSL Standards Committee, 2016c)

  • Strategies
  • Additional training/organizations
  • Need for more space/people/hours
  • Strategies
  • Thinking “outside of the box”
  • Simulation clubs
  • More formalized simulation education
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SLIDE 36

References

  • Anderson, M., Bond, M. L., Holmes, T. L., &

Cason, C. (2012). Acquisition of simulation skills: Survey of users. Clinical Simulation in Nursing, 8(2), e59-e65. https://doi-

  • rg.ezproxy.net.ucf.edu/10.1016/j.ecns.2010.0

7.002

  • Coffman, S., Doolen, J. & Llasus, L. (2015).

Program development and evaluation of the concierge model of simulation. Online Journal

  • f Nursing Informatics (OJNI), 19(2). Retrieved

from http://www.himss.org/ojni

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SLIDE 37

References Continued

  • HealthySimulation.com. (n.d.). What should be in
  • ur policies & procedures? A comprehensive
  • utline for healthcare simulation programs.

Retrieved from https://www.healthysimulation.com/16052/what- should-be-in-our-policies-procedures-a- comprehensive-outline-for-healthcare-simulation- programs/

  • Herrington, A., & Schneidereith, T.

(2017). Scaffolding and sequencing core concepts to develop a simulation-integrated nursing

  • curriculum. Nurse Educator, 42(4), 204-207.

doi:10.1097/NNE.0000000000000358

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SLIDE 38

References Continued

  • INACSL. (n.d.a). INACSL Standards of Best

Practice: SimulationSM. Retrieved from https://www.inacsl.org/inacsl-standards-of-best- practice-simulation/

  • INACSL. (n.d.b). Sim regulations. Retrieved

from https://www.inacsl.org/sim-regulations/

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SLIDE 39

References Continued

  • INACSL Standards Committee. (2016a,

December). INACSL standards of best practice: SimulationSM facilitation. Clinical Simulation in Nursing, 12(S), S16-S20. http://dx.doi.org/10.1016/ j.ecns.2016.09.007

  • INACSL Standards Committee (2016b,

December). INACSL standards of best practice: SimulationSM Participant evaluation. Clinical Simulation in Nursing, 12(S), S26-S29. http://dx.doi.org/10.1016/ j.ecns.2016.09.009

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SLIDE 40

References Continued

  • INACSL Standards Committee. (2016c,

December). INACSL standards of best practice: SimulationSM Simulation glossary. Clinical Simulation in Nursing, 12(S), S39-S47. http://dx.doi.org/10.1016/ j.ecns.2016.09.012

  • Kirkpatrick, D. L. (1998). Evaluating

training programs (2nd ed.) San Francisco, CA: Berrett- Koehler Publishers.

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SLIDE 41

References Continued

  • Mayo Clinic Staff. (2016, August 19). Growing
  • pains. Retrieved from

https://www.mayoclinic.org/diseases- conditions/growing-pains/symptoms- causes/syc-20354349

  • Peterson, D. T., Watts, P. I., Epps, C. A., &

White, M. L. (2017). Simulation faculty development: A tiered approach. Simulation in Healthcare, 12(4), 254-259. doi:10.1097/SIH.0000000000000225

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References Continued

  • Seropian, M. A., Brown, K., Gavilanes, J. S., &

Driggers, B. (2004). An approach to simulation program development. Journal of Nursing Education, 43(4), 170-174.

  • Society for Simulation in Healthcare (SSH).

(2016a). Accreditation standards. Retrieved from http://www.ssih.org/Accreditation/Full- Accreditation

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SLIDE 43

References Continued

  • Society for Simulation in Healthcare (SSH).

(2016b). Core: Standards and measurement

  • criteria. Retrieved from

http://www.ssih.org/Accreditation/Full- Accreditation

  • Society for Simulation in Healthcare (SSH).

(n.d.a). CHSE. Retrieved from http://www.ssih.org/certification/chse

  • Society for Simulation in Healthcare (SSH).

(n.d.b). CHSOS. Retrieved from http://www.ssih.org/Certification/CHSOS

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References Continued

  • Society for Simulation in Healthcare
  • Accreditation. (n.d.a). Full accreditation.

Retrieved from http://www.ssih.org/Accreditation/Full- Accreditation

  • Society for Simulation in Healthcare
  • Accreditation. (n.d.b). Provisional accreditation.

Retrieved from http://www.ssih.org/Accreditation/Provisional- Accreditation

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SLIDE 45
  • Questions?

Mindi.Anderson@ucf.edu Desiree.Diaz@ucf.edu