{"id":73293,"date":"2017-09-25T00:00:00","date_gmt":"2017-09-25T00:00:00","guid":{"rendered":"https:\/\/www.uri.edu\/news-draft\/uncategorized\/simulation-education-expert-leads-workshop-for-uri-nursing-faculty\/"},"modified":"2017-09-25T00:00:00","modified_gmt":"2017-09-25T00:00:00","slug":"simulation-education-expert-leads-workshop-for-uri-nursing-faculty","status":"publish","type":"post","link":"https:\/\/www.uri.edu\/news\/2017\/09\/simulation-education-expert-leads-workshop-for-uri-nursing-faculty\/","title":{"rendered":"Simulation education expert leads workshop for 溏心vlog免费B站 nursing faculty"},"content":{"rendered":"

PROVIDENCE, R.I., Sept. 25, 2017 \u2014 Nursing simulation technology has greatly evolved since Mary Fey, associate director of the simulation educator training program at the Center for Medical Simulation<\/a> in Boston, struggled with ways to incorporate a mannequin into her teaching at the University of Maryland several years ago.<\/p>\n

\u201cI offered the most horrendous simulation class ever. I had about 30 learning objectives,\u201d Fey said with good humor. \u201cI had no idea what I was doing but I loved it. It had an element of \u2018we are all in this journey together.\u2019 \u201d<\/p>\n

Fey shared her career expertise and personal evolution with more than 50 educators during the 溏心vlog免费B站 College of Nursing<\/a>\u2019s daylong Simulation Faculty Development Workshop at the newly opened Rhode Island Nursing Education Center<\/a> in Providence.<\/p>\n

The day began with a segment on the International Nursing Association of Clinical Simulation and Learning Standards of Best Practice led by Maureen Hillier, assistant clinical professor of nursing at 溏心vlog免费B站, followed by a talk on opioid use disorder by Anita Jacobson, clinical associate professor at 溏心vlog免费B站\u2019s College of Pharmacy<\/a>, and a live-streamed simulation and debriefing of a patient with such a disorder.<\/p>\n

\u201cSimulation coupled with clinical experience and classroom teaching is the trifecta to transform nursing education,\u201d said Fey, who, after her rocky start, received formal simulation training at the Boston center that would alter the trajectory of her career.<\/p>\n

What makes simulation so powerful is that it provides students with a safe place to make mistakes without the risk of harming a patient or failing a test. Students can make great strides when their cognitive and emotional levels are attuned, she said.<\/p>\n

The pressure of putting knowledge into action in a simulation setting proves the fallacy of the notion that \u201cif they know it, they can do it,\u201d Fey noted. \u201cSimulation is about application of content knowledge; it\u2019s about teaching how to think like a nurse.\u201d<\/p>\n

Workshop participant Joe Gordon-Reznar, clinical manager at The Miriam Hospital, who works closely with the College on clinical placements and through the College\u2019s Dedicated Education Unit for seniors, agrees. \u201cThe trick is applying the book knowledge in a real scenario. With simulation, we can get close to that and create opportunities for learning to be accelerated,\u201d he noted, giving students a competitive advantage when they enter the job market.<\/p>\n

Fey\u2019s presentation and workshop focused on the debriefing that follows a simulation scenario and is where much of the learning occurs. She stressed the value of an approach to important conversations called \u201cadvocacy inquiry<\/a>.\u201d<\/p>\n

The concept is about choosing the right words and beginning with the assumption that the other person is smart, capable, cares about their work and wants to improve. Fey had participants apply this approach when analyzing a video clip from the old TV sitcom \u201cThe Honeymooners,\u201d in which one character fails spectacularly at reading the other\u2019s temperature.<\/p>\n

The approach works across curricula and in any meaningful conversation, Fey said, but is particularly valuable in simulation because it helps remove anxiety and fear of failure. Stressing \u201cI\u201d statements, the approach follows these steps:<\/p>\n