Abstract:

Simulation is an integral part of the clinical experience in which realistic situations and environments are utilized for the learner to gain knowledge and skills. Simulation is grounded in “experiential learning theory that is learner-centered. The process of integrating simulation techniques can be facilitated by the application of models, such as Rogers’ theory of diffusion of innovation and change theories. This paper is an opportunity to (a) explore paths to creating a simulation informatics infrastructure (b) explore the simulation lab faculty facilitator role in the academic environment transformation, (c) assess the need for clinical skill validation testing, practice referral and retention approaches that address the concept of error prevention in clinical practices, and (d) describe steps for framing a simulation informatics infrastructure support environment for tracking students, clinical teaching, assessments, and correction outcomes in simulation laboratory sessions . An informatics to support tracking of outcome data, the best practices for simulation teaching and learning among adult learners, and the evolving role of simulation center administrators in defining the evidence needed at the organizational level for effective academic policy change is described. A framing goal worth working toward is advancing health professions simulation education evidence-based practice teaching methodologies in undergraduate and graduate programs within an eastern region Historical Black Colleges/University (HBCU)System. Appraising simulation blended methodologies as a best practice teaching model for adult learning based on analog techniques, experiences, theory, and research serves to meet a terminal objective of planning for core clinical curriculum integration of simulation education. Through the blending of best practice simulation teaching models and simulation lab faculty role differentiation we are proactively moving towards meeting this objective.

Keywords:

Simulation, nursing, clinical practice, best practices, clinical teaching.