John C. Witwer RN, MSN

State 4 Model Components– Describe elements of SCE construction

Understand Unique Applications – Interpret component application for discipline

Synthesize Value– Explain synergistic affects of planning

Impetus– Constructivism learning theory1

Premise– Problem-Based Learning curriculum

model2

Design– Bloom’s Taxonomy of educational

objectives3

Operation– Conceptual framework for simulation4

Objectives

– Quality and Safety Education for Nurses (QSEN)

– Agency for Healthcare Research and Quality (AHRQ)

– National Council of State Boards of Nursing (NCSBN)

– Institute of Medicine (IOM)

– Interprofessional Collaborative Practice (IPC)

Assessment

– Identify– Cognitive understanding

– Skill performances

– Behavioral expectations

– Develop tools– Measure

– Reflect

– Analyze

Strategic Planning

Strategies– Pyschomotor

– Case Studies/Scenarios

– Task Trainers/Virtual Clinic

– Mock Environments

– Purpose– Simulated Clinical Event (SCE)

– Objective Structured Clinical Examination (OSCE)

– Remediation

– Proficiency training

Evaluation– Feedback source

– Learners

– Facilitators

– Observers

– Guide inquiry– Objectives clear?

– Organization/Planning

– Realism/Resources

– Complexity/Timing

– Competency/Confidence

Operational Planning

State 4 Model Components– Describe model elements of SCE construction

Understand Unique Applications – Interpret component application for discipline

Synthesize Value– Explain synergistic affects of planning

1 Brandon, A., & All, A. (2010). Constructivism theory analysis and application to curricula. Nursing Education Perspectives, 31(2), 89-92.

2 Wong, F., Cheung, S., Chung, L., Chan, K., Chan, A., To, T., & Wong, M. (2008). Framework for adopting a problem-based learning approach in a simulated clinical setting. Journal Of Nursing Education, 47(11), 508-514.

3 Bloom, B. Englehart, M., Furst, E., Hill, W. & Krathwohl, D. (1956). Taxonomy of Educational Objectives. New York: Longmans, Green.

4 Jeffries, P. (2005). A framework for designing, implementing, and evaluating: simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.

Benner, P., Tanner, C., & Chesla, C. (2009). Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics. New York: Springer Publishing.

Bridges, D.R., Davidson, R.A., Odegard, P.S., Maki, I.V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. MedicalEducation Online, DOI: 10.3402/meo.v16i0.6035

Lee, C. & Kolodner, J.L. (2011). Scaffolding Students’ Development of Creative Design Skills: A Curriculum Reference Model. Journal of Educational Technology & Society, 14(1), 3-15. Retrieved from http://www.ifets.info/journals/14_1/ets_14_1.pdf#page=8

Websites

QSEN: Quality and Safety Education for Nurses. Quality and Safety Competencies. http://www.qsen.org/

AHRQ: Agency for Healthcare Research and Quality. National Guideline Clearinghouse. http://www.guideline.gov/

NCSBN: National Council of State Boards of Nursing. NCLEX Test Plans. https://www.ncsbn.org/1287.htm

IOM: Institute of Medicine. http://www.iom.edu/

IPCP: Core Competencies for Interprofessional Collaborative Practice. http://www.aacn.nche.edu/education-resources/ipecreport.pdf