Abstract
Background: In nursing education, simulation is commonly used to help students improve their critical thinking and clinical decision making. However, students often feel anxious about the simulation experience and do not like feeling of being watched and evaluated. They also complete preparation work, but instructors often do not see a difference in student performance.
Purpose: The purpose of this presentation is to demonstrate how video based expert modeling can help students prepare for simulation.
Methods: Based on Banduras social learning theory1, expert modeling allows the students to observe and mimic experts' critical thinking and clinical judgment. Using a video that films experts performing the same simulation and drawing out the expert thinking through key points allowed students to hone in what is the most important in the simulation. 2-4 The expert thinking included focused assessments, prioritizing interventions, communicating with a health care provider, and medication calculation (areas that students often struggle).
Results: The video based expert modeling was implemented in pre-briefing before the students were to complete their simulation. Students enjoyed this teaching technique more than normal practice. Instructors also saw an improvement in communication skills, clinical decision making, and confidence.
Conclusion: Integration of video based expert modeling into preparation work for a simulation can improve student outcomes and give them a template to base their clinical judgment and decisions. All faculty who use simulation can improve their student outcomes through designing and filming a video of expert role models.
References:
- Bandura, A. (1997). Personal efficacy in psychobiologic functioning. In G. V. Caprara (Ed.),
- Bandura: A leader in psychology (pp. 43-66). Milan, Italy: Franco Angeli.
- Aronson, B., Glynn, B., & Squires, T. (2013). Effectiveness of a role-modeling intervention on student nurse simulation competency. Clinical Simulation in Nursing, 9, e 121-e126.
- Coram, C (2016). Expert role modeling effecting on novice nursing students' clinical judgment. Clinical Simulation in Nursing, 12(9), 385-391.
- Lasater, K., Johnson, E.A., Ravert, P., Rink, D. (2014). Role modeling clinical judgment for an unfolding older adult simulation. Journal of Nursing Education, 53(5), 257-264.
Objectives
- Simulation, an excellent learning experience, has its drawbacks of decreased student satisfaction and high student anxiety.
- Implementing a video based expert modeling as preparation for simulation can improve student outcomes.
- A video based expert modeling can help students focus on what is most important in a simulation that is multilayered and complex.
Presenters
Dr. Ashleigh Woods, UA Capstone College of Nursing
Dr. Ashleigh Woods has been a registered nurse since 2008 and received her BSN, MSN in Case Management and EdD from the University of Alabama. Dr. Woods also has earned her certification from the National League of Nursing as a Certified Nursing Educator (CNE). Dr. Woods has clinical experience in a variety of nursing units, including labor and delivery, mother-baby, neonatal intensive care, occupational health, and cardiac critical care. Her research interests include online learning, active learning strategies, and simulation.
Ms. Meredith Rice, UA Capstone College of Nursing
Ms. Meridith Rice has been a registered nurse since 2005 and received her BSN as well as MSN in Clinical Nurse Leadership from The University of Alabama. Ms. Rice is currently a PhD student at the University of Missouri and a Robert Wood Johnson Foundation Future of Nursing Scholar. Ms. Rice has clinical experience in trauma, surgical critical care, neurologic critical care, and cardiac critical care. Her research interests include health disparities, medication adherence, active learning strategies, and simulation.
Ms. Holly Stokley, UA Capstone College of Nursing
Ms. Holly Stokley has been a registered nurse since 2011. She received her BSN from the University of Alabama and her MSN in nursing education from the University of North Alabama. Mrs. Stokley has clinical experience in medical/surgical units, as well as multiple critical care areas. Her research interests include simulation and alternative learning strategies.