Abstract
Purpose: The National League for Nursing in 2014 noted the lack of qualified faculty obstructs the preparation of new nurses (Nurse Educator Shortage Fact Sheet). One necessary role of faculty is addressing student failure in caring ways (Sitzman & Watson, 2014). The literature on using simulation to help prepare future nurse educators is scarce. Practicing difficult conversations within the context of simulation is one method to enhance role development. This presentation will explore the infusion of caring science approaches within a graduate nursing education simulation of student failure.
Methods: Two simulations, one clinical failure and one didactic failure, were created based on INACSL standards (Lioce et.al., 2015) incorporating a standardized "student" actor. In preparation, graduate students read and discussed articles on grade disputes, student rights, incivility/violence, and faculty vulnerability. They also reviewed a video about caring science. Pre-simulation, students reflected about their personal experiences receiving or providing feedback. Post-simulation, students again reflected on providing feedback and its application to future practice.
Findings: Analysis of student reflections identified several themes: demonstration of caring behaviors; creating appropriate environment; educator accountability; and internal feelings. Anecdotal comments supported the importance of this learning experience. Additional data will be collected from course evaluation comments.
Implications: Role development of future nurse educators can be assisted with the use of strategically designed simulations. It is hoped that, as new faculty, graduates will shape their interactions with failing students using caring science approaches.
Sigma Membership
Non-member
Lead Author Affiliation
International Nursing Association for Clinical Simulation and Learning (INACSL)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Simulation, Graduate Nursing Students, Caring, Communication, Failing Students
Recommended Citation
Aschenbrenner, Diane S. and Moran, Roxanne, "Caring communication with failing students: A new simulation application for graduate education" (2017). General Submissions: Presenations (Oral and Poster). 100.
https://www.sigmarepository.org/gen_sub_presentations/2017/presentations/100
Conference Name
INACSL Conference 2017
Conference Host
INACSL
Conference Location
Washington, D.C., USA
Conference Year
2017
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Caring communication with failing students: A new simulation application for graduate education
Washington, D.C., USA
Purpose: The National League for Nursing in 2014 noted the lack of qualified faculty obstructs the preparation of new nurses (Nurse Educator Shortage Fact Sheet). One necessary role of faculty is addressing student failure in caring ways (Sitzman & Watson, 2014). The literature on using simulation to help prepare future nurse educators is scarce. Practicing difficult conversations within the context of simulation is one method to enhance role development. This presentation will explore the infusion of caring science approaches within a graduate nursing education simulation of student failure.
Methods: Two simulations, one clinical failure and one didactic failure, were created based on INACSL standards (Lioce et.al., 2015) incorporating a standardized "student" actor. In preparation, graduate students read and discussed articles on grade disputes, student rights, incivility/violence, and faculty vulnerability. They also reviewed a video about caring science. Pre-simulation, students reflected about their personal experiences receiving or providing feedback. Post-simulation, students again reflected on providing feedback and its application to future practice.
Findings: Analysis of student reflections identified several themes: demonstration of caring behaviors; creating appropriate environment; educator accountability; and internal feelings. Anecdotal comments supported the importance of this learning experience. Additional data will be collected from course evaluation comments.
Implications: Role development of future nurse educators can be assisted with the use of strategically designed simulations. It is hoped that, as new faculty, graduates will shape their interactions with failing students using caring science approaches.