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Nursing Education and Simulation: Clinical Practicum II ProposalJessica McCluskyFerris State UniversityAbstractThe final clinical practicum will serve as the culminating step in successful completion of this graduate program. With a focus on clinical nursing education, the setting chosen for the practicum is Spectrum Health Butterworth Hospital. The practicum will allow for experiences with needs assessments, educational offering development, evaluation practice, and simulation involvement. Utilizing an evidence-based learning plan and knowledgeable preceptor, the clinical practicum will provide an opportunity for constructive feedback to help shape a future career as a clinical nurse educator.Nursing Education and Simulation: Clinical Practicum II ProposalThroughout this graduate program, my chosen specialty role has been nursing education, specifically with a focus on clinical practice. The final clinical practicum will be conducted at Spectrum Health Butterworth Hospital, with opportunities for staff education and simulation experiences. Practicum hours will focus on improving education delivery to staff, as well as developing needs assessments for the hospital setting. The experience of providing education to staff in a large health system will provide the opportunity for practice with resource coordination material development focused on meeting the needs of a large group of diverse learners. The purpose of this paper is to provide a full overview of the evidence-based learning plan for the upcoming clinical practicum, including self-assessment, learning plan, literature review, setting overview, preceptor introduction, and evaluation technique. Self-AssessmentPrior to determining the exact focus of the learning plan, a self-assessment was conducted. After reviewing the literature, I determined where my biggest gaps in learning still exist. Manning and Neville (2009) discusses the experiences of nurses transitioning into the clinical nurse educator role, with a focus on the more difficult transition points. A recurring theme seems to be that the new educators felt underprepared for demands of the position, specifically with the diverse responsibilities. Having spent two years as a clinical educator, I can definitely empathize with these results. Now, being close to the completion of this program, I feel more confident in areas such as curriculum development and evaluation. However, there are still gaps that I would like to address in the clinical practicum portion of this program. The American Nurses Association (ANA) standards and outcomes I have chosen areANA Standard 1: Assessment (ANA, 2010, p. 23)Prioritizes data-collection activities based on the immediate or anticipated needs of the situation (ANA, 2010, p. 23)Sustains an ongoing process for data collection (ANA, 2010, p. 23)ANA Standard 4: Planning (ANA, 2010, p. 26)Individualizes content to the target audience, the resources available, and the domain of learning (ANA, 2010, p. 26)Develops content in collaboration with the representatives of the target audience and with content experts (ANA, 2010, p. 26)ANA Standard 5: Implementation (ANA, 2010, p. 27)Implements the plan in a safe and timely manner (ANA, 2010, p. 27)Coordinates clinical, financial, technical, educational, and other resources and systems needed to implement the plan (ANA, 2010, p. 28)ANA Standard 7: Quality of Nursing Professional Development Practice (ANA, 2010, p. 32)Uses creativity and innovation to improve the quality of the learning experience (ANA, 2010, p. 32)Incorporates new knowledge and skills to initiate change (ANA, 2010, p. 32)Learning PlanAppendix A contains the learning plan with activities planned to achieve decided outcomes. I chose the above standards based on what I felt were my gaps in learning. Most of these are associated with the need to get experience being out on the units providing education. I hope to provide multiple educational offerings, with different methods of teaching. Another gap I have noticed is while needs assessments are discussed frequently in the literature, I think establishing a process for an annual or biannual needs assessment would give educators an easier way to see what the continuous needs of their staff are. I also look forward to learning more about simulation, which seems to be becoming a more popular method of teaching in the clinical setting. I also included some outcomes related to planning. Though I feel comfortable with curriculum development, I think hospitals are unique with the needs of the nurses varying between units and patient populations. I would like to gain experience working closely with nurses from a unit to develop an educational program that would be beneficial to them. Literature ReviewThe field of nursing professional development is seeing rapid changes continued growth (ANA, 2010). In order to keep up with the fast-paced healthcare environment, a nursing professional development specialist must be an expert in education planning, implementation, and evaluation. To achieve this, a clinical practicum experience is planned to allow for role immersion with a current expert in the field. This literature review will provide a review of current literature to support the planned clinical practicum, specifically in the areas of theory, education development with learner-center teaching strategies, and simulation use.Theoretical BaseKnowles’ Adult Learning Theory. Malcolm Knowles proposed the theory of adult learning, and the ways in which it different from pre-adult schooling (Knowles, 1980). The term he used was andrology, or “the art and science of helping adults learn” (Knowles, 1980, p. 43). The main idea behind the Adult Learning Theory is that adults are self-directed, responsible, and thrive when using current knowledge and experiences applied to solve new problems or gain new knowledge. Additional work on this theory has discovered that situations the adult learner perceives as important or relevant will provide the best learning opportunities (Billings & Halstead, 2012). This theory has been chosen as an educational base for the proposed clinical practicum learning plan. The learning plan allows for multiple new experiences, but also relies on background and baseline knowledge from which to build. In this way, Knowles’ theory has directly impacted the learning plan, as the learner must take responsibility to identify, define, develop, and implement various types of education. These will include simulations and hands-on in-services. Further, the Adult Learning Theory will be vital to helping develop the educational opportunities presented in the learning plan. For example, while this theory is important to helping the learner develop the necessary knowledge and skills to plan educational interventions, it will also be vital to incorporate the same theoretical principles into the simulation or class content to benefit the adult bedside nurses who are being taught. In this way, the Adult Learning Theory is not only being utilized to support the practicum learning plan, but its concepts must also be followed and practiced in order to provide a successful learning opportunity. Clapper (2010) discusses the various ways to integrate Adult Learning Theory into the clinical realm. With the rapidly changing healthcare field, learning to provide appropriate adult learning experiences is going to be vital for the future of nursing. Adult Learning Theory supports the idea that adult learners bring experiences to the table, and want to learn ways to utilize these known experiences to gain new knowledge. However, Clapper discusses the disadvantages that can come of this if the learner has experience a negative learning situation, whether it is with technology or a failed new piece of equipment. This will be good to keep in mind when introducing a new topic to a group of bedside nurses. Additionally, Mitchell and Courtney (2005) cautions that adults are in various stages of self-directedness depending on their life experiences, so creating encounters sensitive to this fact will enhance adult learning as well.Benner’s Novice to Expert Theory. Patricia Benner’s Novice to Expert Theory describes five levels a nurse will go through on the way from having novice knowledge to expert knowledge (Benner, 1982). These five stages are novice, advanced beginner, competent, proficient, and expert. Each stage has its own characteristics and descriptions. In general, the move through the five phases brings the nurse from a narrow, focused view of a situation to a more holistic and contextual view (Gentile, 2012).This theory helps drive the pace and structure of the proposed practicum learning plan. The plan begins with a needs assessment and data collection, and moves to in-service development, simulation implementation, and finally teaching a course for other nurse educators. In this way, the plan models the movement through Benner’s stages. Starting with a needs assessment is a very concrete task. The end result of teaching a course for other nurse educators about the benefits of simulation is a much more complex undertaking. Though the level of expert will not be achieved through this practicum, the learning activities are designed to build knowledge on one another, leading to a higher level of proficiency at completion than when the learning plan is started.Learner-Centered Teaching ConceptsThroughout the learning plan, the use of learner-centered concepts will be incorporated into teaching about determined topics. These concepts include needs assessment, hands-on learning, and simulation (Keating, 2010). Additionally, current unit representatives will be utilized to help determine the teaching topics and methods. By including learners in the development of education, they become active participants and have increased retention and interest (Tousman et al., 2010). Needs Assessment. The first learning activity on the proposed clinical practicum learning plan includes needs assessment completion for a unit of bedside nurses. This needs assessment will include core competencies and recently introduced equipment or protocols. This activity was chosen for a number of reasons. The ANA lists assessment as a standard for the nursing professional development specialist (ANA, 2010). Johnson (2012) asserts that a needs assessment has historically been the best way for nursing educators to gain insight into the needs of their students. Nguyen, Zierler, and Nguyen (2011) agrees that a needs assessment allows for the identification of lacking knowledge, skills, and training. The needs assessment is generally the first step in building an educational plan for a unit or group of nurses (Johnson, 2012). Keating (2010) also agrees that a needs assessment is indicated each time a new program is developed or a program revision is being done. Because of this, it is vital to gain experience with the process while under the direction of a preceptor during practicum. Additionally, there are multiple different ways to perform this task, ranging from interviews, to paper surveys, to an online evaluation tool. Tools that use self-assessment have been found to be cost-effective and accurate, making them ideal for use in a clinical setting (Johnson, 2012). Overall, the purpose of a needs assessment is to fill the gap between where the learner currently is, and where the learner should be (Dickerson, 2012). Results from the needs assessment will help guide the topics for the educational activities chosen for the remainder of the learning plan. The learning plan also contains an objective of developing a system to regularly reassess the nursing group to see where needs may be. Johnson (2012) emphasizes that continued assessment is vital to the success of the bedside nurse as a whole. Regularly evaluating gaps in knowledge or skill will allow the educator to effectively support the unit as a whole.Hands-On Learning. The clinical practicum learning plan discusses the development of a hands-on in-service for a new piece of equipment or protocol. The topic of this in-service will be decided by utilizing a unit needs assessment. The healthcare system where the practicum will be conducted uses online, self-paced learning modules for a majority of staff education. Most of these modules simply consist of reading a flyer, and moving on to the next module. This would be considered passive learning (Billings & Halstead, 2012). While there are some advantages to passive learning, such as providing a large amount of material in a short time, there is not opportunity to assess how the learner has absorbed the content (Billings & Halstead, 2012; Tousman, Zeitz, & Taylor, 2010). Because of this, the introduction of learner-centered teaching could be beneficial to this learning population. Learner-centered teaching is described as a process that puts the focus and responsibility of learning onto the learner, rather than the teacher (Colley, 2012). Learner-center methods have also been shown to cultivate active learners who demonstrate more content expertise (Colley, 2012). Greer, Brown, Pokorny, Steele, and Clay (2010) also describe learner-centered techniques as providing improved outcomes for student knowledge and skills. Simulation. The largest activity on the proposed learning plan consists of developing and implementing a simulation experience. Ideally, this will be a revision to a current didactic and passive learning orientation course, as new nurses entering the field tend to respond very positively to simulation as a form of instruction (Maneval et al., 2012; Foronda, Budhathoki, & Salani, 2014). Fenske, Harris, Aebersold, and Hartman (2013) found that new nurses were more likely to score themselves at a higher ability level than what simulation ultimately shows them to be. Because of this, it is important to introduce simulation early on in the orientation curriculum to help nurses gain a broader collection of skills. Simulation has been shown to be a successful method to improve nursing competencies in an efficient and individualized manner (Waterval, Stephan, Peczinka, & Shaw, 2012; Scholtz, Monachino, Nishisaki, Nadkarni, & Lengetti, 2013). Schrubert (2012) found that nursing knowledge and critical thinking were both improved following the use of high fidelity simulation for nurses on a medical-surgical unit. However, simulation is still a new and emerging technology, which requires more research to determine the most effective methods for success (Hallenbeck, 2012). Simulation was included as an important part of the learning plan because of ample literature support and its position as a new, emerging technology. Keating (2010) states the importance of the nurse educator staying up-to-date with new teaching methods and ways to engage students. For this reason, learning the basics of simulation from a simulation-certified preceptor will be an invaluable asset to the overall completion of a successful clinical practicum.Overall, the use of needs assessment, learner-based teaching concepts, and simulation will provide for a well-rounded and comprehensive clinical practicum learning plan. Utilizing Knowles’ Adult Learning Theory will aid in the completion of the outcomes on the learning plan, while also contributing to the actual developed activities. Finally, Benner’s Novice to Expert Theory will assist the learner through the learning plan, as the outcomes and activities build on one another to create an all inclusive clinical practicum experience.SettingThis practicum will take place at Spectrum Health Butterworth Hospital in downtown Grand Rapids, Michigan. Founded in 1873, Butterworth is now a leader in numerous clinical specialties serving patients through west, northern, and central Michigan (Spectrum Health, 2015). With 600 beds and the largest employed staff in West Michigan, utilizing Spectrum as a clinical setting will provide ample opportunities for education experiences (Spectrum Health, 2015). My specific focus will be with the staff nurses on the medical-surgical units. The educational department at Spectrum Health is well established, with a floor-specific nurse educator assigned to each nursing unit as well as centrally-based nurse educators focused on the orientation of all new staff. In 2014, the education department moved to a new building, complete with multiple meeting spaces, computer labs, and a fully functional high-fidelity simulation lab. This has allowed the education staff to provide multiple unit-specific educational opportunities for staff, especially in the area of simulation, that were not available previously (V. Slot, personal communication, April 14, 2015). PreceptorMy chosen preceptor is Vickie Slot, MSN, RN, CHSE. Ms. Slot is a clinical nurse educator at Spectrum Health who specializes in simulation. She oversees the simulation program with staff nurses, as well as does various training sessions with nurse educators. She is also involved with research regarding teaching basic life support (BLS) using voice-assisted manikens (VAMs). Ms. Slot has her MSN with a focus in nursing education as well as is a Certified Healthcare Simulation Educator. She has been an educator with Spectrum Health for 5 years.Ms. Slot is highly regarded throughout Spectrum, and has experience and connections with system level education and orientation as well as unit level activities. I really appreciate this broad range of experience, because I believe it will introduce me to the various skills needed to be successful in both circumstances. I have a large interest in simulation, so Ms. Slot’s expertise in that area will be a great asset to helping me reach my learning goals of simulation implementation. Her role with orientation will allow me the ability to work to incorporate more simulation or hands-on teaching into a portion of the very lecture-heavy system orientation schedule. Also, Ms. Slot has told me she has a particular interest in mentoring new nurse educators, and has done it a number of times in the past. Appendix B contains preceptor and agency agreements.Evaluation ToolsEvaluation is an invaluable tool used to achieve a number of education goals including identification of strengths, deficiencies, and areas where more experience is needed (Gaberson & Oermann, 2010). Additionally, utilizing formative evaluation followed by summative helps identify the resolution of any problem areas as well as shows student progress over a period of time (Gaberson & Oermann, 2010). The evaluation tool I chose to use is in a rating scale format (Appendix C). According to Durkin (2010), rating scales are a great tool to use to identify strengths and weaknesses and progress toward goals. These tools are also helpful to provide feedback on specific activities that have been completed (Gaberson & Oermann, 2010). However, Nitko and Brookhart (2007) discusses the issues that can arise with this type of evaluation tool. Most problems are centered on the various ways to interpret the rating scale. For example, if the scale uses “always, frequently, sometimes, never”, people can interpret the value of those words in different ways, causing possibly inconsistent data. With this in mind, I tried to keep my rating scale simple and provided a key with a description of each level. I chose to use the scale 1-3, with an option for “NO” if I had not yet completed the task. A rating of 1 means I was unsuccessful at completion of the objective. 2 means I was successful and competent. A rating of 3 means I exceeded expectations with objective completion. This rating scale leaves little room for misinterpretation, but still provides valuable information about my skills. Objectives were taken from the learning plan and are divided by ANA standards, which will help me determine my strengths and weaknesses.ANA standard 9 discusses professional practice evaluation (ANA, 2010). After reviewing this standard, I added a student self-evaluation both at the midpoint and the end of the semester. The ANA stresses the importance of regular self-evaluation to determine if professional development is needed for certain areas of competency (ANA, 2010). I plan to do these evaluations at the same time as my preceptor, and will have a meeting to compare and discuss our individual ratings. Kalb (2008) discusses the importance of self-evaluation through school as an important learning tool for being an effective educator. Educators must be constantly evaluating themselves and their educational offerings to stay relevant and successful with changing audiences. I think these self-evaluations will be great practice for my future career. SummaryIn conclusion, many different planning aspects are necessary for a successful practicum proposal. Beginning with an honest self-assessment allows for choosing a learning plan and preceptor that will provide the most benefit during clinical hours. Spectrum Health Butterworth will provide a setting with ample opportunity to develop educational offerings for a large staff, with multiple technological resources to utilize. Finally, utilizing evaluation tools that are clear and evidence-based will allow for feedback that can lead to successful program completion. The nurse educator must be an expert in planning, implementation, and evaluation of educational opportunities to keep up with the fast-paced healthcare environment. This immersion practicum will allow for practice and further development of the skills needed to shape a future nursing education career.ReferencesAmerican Nurses Association (2010). Scope and standards of practice for nursing professional development. Washington, D.C.: Benner, P. (1982). From novice to expert. The American Journal of Nursing, 82(3), 402-407.Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.Clapper, T. (2010). Beyond Knowles: What those conducting simulation need to know about adult learning theory. Clinical Simulation in Nursing, 6(1), e7-14. doi:10.1016/j.ecns.2009.07.003Colley, S. L. (2012). Implementing a change to a learner-centered philosophy in a school of nursing: Faculty perceptions. Nursing Education Perspectives, 33(4), 229.Dickerson, P. (2012). What is a gap and how do I fill it? Journal of Continuing Education in Nursing, 43(3), 100-101. doi: 10.3928/00220124-20120223-46?Fenske, C. L., Harris M. A., Aebersold, M. L., & Hartman, L. S. (2013). Perception versus reality: A comparative study of the clinical judgment skills of nurses during a simulated activity. Journal of Continuing Education in Nursing, 44(9), 399-405. doi: 10.3928/00220124-20130701-67Foronda, C., Budhathoki, C., & Salani, D. (2014). Use of multiuser, high-fidelity virtual simulation to teach leadership styles to nursing students. Nurse Educator, 39(5), 209-211. doi:10.1097/NNE.0000000000000073Gaberson, K. B., & Oermann, M. H. (2010). Clinical teaching strategies in nursing (3rd ed.). New York, NY: Springer. Gentile, D. L. (2012). Applying the Novice-to-Expert model to infusion nursing. Journal of Infusion Nursing, 35(2), 101-107. Greer, A. G., Brown, S., Pokorny, M., Steele, L. L., & Clay, M. C. (2010). Learner-centered characteristics of nurse educators. International Journal of Nursing Education Scholarship, 7(1). doi: 10.2202/1548-923X.1710 Hallenbeck, V. J. (2012). Use of high-fidelity simulation for staff education/development: A systematic review of the literature. Journal for Nurses in Staff Development, 28(6), 260-269. doi: 10.1097/NND.0b013e31827259c7Johnson, R. H. (2012). Designing a needs assessment survey for clinical nurse educators. Journal for Nurses in Staff Development, 28(5), 225-228.Keating, S. B. (2010). Curriculum development and evaluation in nursing (2nd ed.). New York, NY: Springer Publishing.Knowles, M. S. (1980). The modern practice of adult education. Chicago, IL: Follett.Maneval, R., Fowler, K. A., Kays, J. A., Boyd, T. M., Shuey, J., Hare-Britner, S., & Mastrine, C. (2012). The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses. Journal of Continuing Education in Nursing, 43(3), 125-134. doi: 10.3928/00220124-2011101-02Manning, L., & Neville, S. (2009). Work-role transition: From staff nurse to clinical nurse educator. Nursing Praxis in New Zealand, 25(2), 41-53.Mitchell, M., & Courtney, M. (2005). Improving transfer from the intensive care unit: The development, implementation and evaluation of a brochure based on Knowles' Adult Learning Theory. International Journal of Nursing Practice, 11(6), 257-268.Nguyen, D. N., Zierler, B., & Nguyen, H. Q. (2011). A survey of nursing faculty needs for training in use of new technologies for education and practice. Journal of Nursing Education, 50(4), 181-189.Scholtz, A. K., Monachino, A. M., Nishisaki, A., Nadkarni, V. M., & Lengetti, E. (2013). Central venous catheter dress rehearsals: Translating simulation training to patient care and outcomes. Simulation in Healthcare, 8(5), 341-349. doi: 10.1097/SIH.0b013e3182974462Spectrum Health. (2015). Who we are. Retrieved from butterworthTousman, S., Zeitz, H., & Taylor, L. D. (2010). A pilot-study assessing the impact of a learner-centered adult asthma self-management program on psychological outcomes. Clinical Nursing Research, 19(1), 71-88. doi: 10.177/1054773809354290Waterval, E. M., Stephan, K., Peczinka, D., & Shaw, A. (2012). Designing a process for simulation-based annual nurse competency assessment. Journal of Nurses in Staff Development, 28(6), 274-278. doi: 10.1097/NND.0b013e1827258f8Appendix AClinical Practicum II Learning Plan ANA or NLN Standards of Practice: Specialty roleOutcome Criteria: (taken from the ANA Standards/NLNCompetencies)Activities to Achieve Outcome.(sufficient in number, measurable, and realistic to achieve each outcome)Resources needed to be successfulTimeline American Nurses Association (ANA) Standard 1: Assessment (ANA, 2010, p. 23)1. Prioritizes data-collection activities based on the immediate or anticipated needs of the situation (ANA, 2010, p. 23)Performs a needs assessment for nurses that includes core competencies and recently introduced equipment or protocols.Technology to reach a large number of nursesDiscussion with educator about recently introduced concepts or equipmentLiterature for best-practices for needs assessmentsSummer 20152. Sustains an ongoing process for data collection (ANA, 2010, p. 23)Develop a process to regularly and systematically perform a nursing needs assessment.TechnologyConsult with preceptor to determine frequencyPlan for implementationLiterature for best-practices for needs assessmentSummer 2015ANA Standard 4: Planning (ANA, 2010, p. 26)1. Individualizes content to the target audience, the resources available, and the domain of learning (ANA, 2010, p. 26)Develop an education plan for a hands-on in-service on a new unit-specific piece of equipment or protocol.Teaching spaceTeaching plan for in-serviceTeaching equipment for hands-on learningSummer 20152. Develops content in collaboration with the representatives of the target audience and with content experts (ANA, 2010, p. 26)Meet with unit representatives to team-teach a topic based on a needs assessment.Teaching spaceUnit representatives Teaching plan and equipmentSummer 2015ANA Standard 5: Implementation (ANA, 2010, p. 27)1. Implements the plan in a safe and timely manner (ANA, 2010, p. 27)Successfully complete a face to face course, and hands-on inservice with topics determined by the above activitiesTeaching spacesTeaching plansConsults and support of preceptorSupport of nursing leadershipLiterature for best-practice for education deliverySummer 20152. Coordinates clinical, financial, technical, educational, and other resources and systems needed to implement the plan (ANA, 2010, p. 28)Draft a checklist or protocol that can be used by educators to help determine key stakeholders and track and coordinate resourcesConsult with unit and central educatorsConsult with frequent stakeholders for needs for successHospital policies related to creating protocolsSummer 2015ANA Standard 7: Quality of Nursing Professional Development Practice (ANA, 2010, p. 32)1. Uses creativity and innovation to improve the quality of the learning experience (ANA, 2010, p. 32)Develop a plan to change one topic in orientation to become interactive or simulation based Time in simulation labPartner with orientation coordinatorTeaching plan and evaluationsSupport from nursing leadershipLiterature for best-practice related to simulation developmentSummer 20152. Incorporates new knowledge and skills to initiate change (ANA, 2010, p. 32)Teach a face to face class with current nursing educators about the benefits and basics of simulationTime in simulation labConsult and support of preceptorTeaching plan for face to face classCurrent literature on the benefits of simulationSummer 2015Appendix BAppendix CClinical Practicum Evaluation- Clinical Nursing EducationMid-Semester Evaluation Rating ScaleStudent Name: Jessica McCluskyPreceptor Name: Vickie SlotSchool: Ferris State UniversityFacility: Spectrum Health ButterworthObjective321NOAmerican Nurses Association (ANA) Standard 1: AssessmentPerforms a needs assessment for nurses that includes core competencies and recently introduced equipment or protocols.Develop a process to regularly and systematically perform a nursing needs assessment.ANA Standard 4: PlanningDevelops an education plan for a hands-on inservice on a new unit-specific piece of equipment or protocol.Collaborates with unit representatives to team-teach a topic based on a needs assessment.ANA Standard 5: ImplementationCompletes a simulation, face to face course, and hands-on inservice Creates a checklist or protocol that can be used by educators to coordinate resources and stakeholdersANA Standard 7: Quality of Nursing Professional Development PracticeRecommends a plan to change one topic in orientation to become interactive or simulation based Teaches a face to face class with current nursing educators about the benefits and basics of simulationNote: 3= exceeds expectations for objective completion; 2= competent performance, successful objective completion; 1= unsuccessful objective completion; NO= not completed/observedPreceptor Comments:Preceptor Signature: ____________________________Date: ______________________Student Signature: _______________________________Date: ______________________Clinical Practicum Evaluation- Clinical Nursing EducationMid-Semester Student Self-EvaluationStudent Name: Jessica McCluskyPreceptor Name: Vickie SlotSchool: Ferris State UniversityFacility: Spectrum Health ButterworthObjective321NOAmerican Nurses Association (ANA) Standard 1: AssessmentPerforms a needs assessment for nurses that includes core competencies and recently introduced equipment or protocols.Develop a process to regularly and systematically perform a nursing needs assessment.ANA Standard 4: PlanningDevelops an education plan for a hands-on inservice on a new unit-specific piece of equipment or protocol.Collaborates with unit representatives to team-teach a topic based on a needs assessment.ANA Standard 5: ImplementationCompletes a simulation, face to face course, and hands-on inservice Creates a checklist or protocol that can be used by educators to coordinate resources and stakeholdersANA Standard 7: Quality of Nursing Professional Development PracticeRecommends a plan to change one topic in orientation to become interactive or simulation based Teaches a face to face class with current nursing educators about the benefits and basics of simulationNote: 3= exceeds expectations for objective completion; 2= competent performance, successful objective completion; 1= unsuccessful objective completion; NO= not completed/observedStudent Comments:Clinical Practicum Evaluation- Clinical Nursing EducationFinal Evaluation Rating ScaleStudent Name: Jessica McCluskyPreceptor Name: Vickie SlotSchool: Ferris State UniversityFacility: Spectrum Health ButterworthObjective321NOAmerican Nurses Association (ANA) Standard 1: AssessmentPerforms a needs assessment for nurses that includes core competencies and recently introduced equipment or protocols.Develop a process to regularly and systematically perform a nursing needs assessment.ANA Standard 4: PlanningDevelops an education plan for a hands-on inservice on a new unit-specific piece of equipment or protocol.Collaborates with unit representatives to team-teach a topic based on a needs assessment.ANA Standard 5: ImplementationCompletes a simulation, face to face course, and hands-on inservice Creates a checklist or protocol that can be used by educators to coordinate resources and stakeholdersANA Standard 7: Quality of Nursing Professional Development PracticeRecommends a plan to change one topic in orientation to become interactive or simulation based Teaches a face to face class with current nursing educators about the benefits and basics of simulationNote: 3= exceeds expectations for objective completion; 2= competent performance, successful objective completion; 1= unsuccessful objective completion; NO= not completed/observedPreceptor Comments:Preceptor Signature: ____________________________Date: ______________________Student Signature: _______________________________Date: ______________________Clinical Practicum Evaluation- Clinical Nursing EducationFinal Student Self-Evaluation Student Name: Jessica McCluskyPreceptor Name: Vickie SlotSchool: Ferris State UniversityFacility: Spectrum Health ButterworthObjective321NOAmerican Nurses Association (ANA) Standard 1: AssessmentPerforms a needs assessment for nurses that includes core competencies and recently introduced equipment or protocols.Develop a process to regularly and systematically perform a nursing needs assessment.ANA Standard 4: PlanningDevelops an education plan for a hands-on inservice on a new unit-specific piece of equipment or protocol.Collaborates with unit representatives to team-teach a topic based on a needs assessment.ANA Standard 5: ImplementationCompletes a simulation, face to face course, and hands-on inservice Creates a checklist or protocol that can be used by educators to coordinate resources and stakeholdersANA Standard 7: Quality of Nursing Professional Development PracticeRecommends a plan to change one topic in orientation to become interactive or simulation based Teaches a face to face class with current nursing educators about the benefits and basics of simulationNote: 3= exceeds expectations for objective completion; 2= competent performance, successful objective completion; 1= unsuccessful objective completion; NO= not completed/observedStudent Comments:Appendix DResource ListAmerican Nurses Association (2010). Scope and standards of practice for nursing professional development. Washington, D.C.: Benner, P. (1982). From novice to expert. The American Journal of Nursing, 82(3), 402-407.Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.Clapper, T. (2010). Beyond Knowles: What those conducting simulation need to know about adult learning theory. Clinical Simulation in Nursing, 6(1), e7-14. doi:10.1016/j.ecns.2009.07.003Colley, S. L. (2012). Implementing a change to a learner-centered philosophy in a school of nursing: Faculty perceptions. Nursing Education Perspectives, 33(4), 229.Dickerson, P. (2012). What is a gap and how do I fill it? Journal of Continuing Education in Nursing, 43(3), 100-101. doi: 10.3928/00220124-20120223-46?Fenske, C. L., Harris M. A., Aebersold, M. L., & Hartman, L. S. (2013). Perception versus reality: A comparative study of the clinical judgment skills of nurses during a simulated activity. Journal of Continuing Education in Nursing, 44(9), 399-405. doi: 10.3928/00220124-20130701-67Foronda, C., Budhathoki, C., & Salani, D. (2014). Use of multiuser, high-fidelity virtual simulation to teach leadership styles to nursing students. Nurse Educator, 39(5), 209-211. doi:10.1097/NNE.0000000000000073Gaberson, K. B., & Oermann, M. H. (2010). Clinical teaching strategies in nursing (3rd ed.). New York, NY: Springer. Gentile, D. L. (2012). Applying the Novice-to-Expert model to infusion nursing. Journal of Infusion Nursing, 35(2), 101-107. Greer, A. G., Brown, S., Pokorny, M., Steele, L. L., & Clay, M. C. (2010). Learner-centered characteristics of nurse educators. International Journal of Nursing Education Scholarship, 7(1). doi: 10.2202/1548-923X.1710 Hallenbeck, V. J. (2012). Use of high-fidelity simulation for staff education/development: A systematic review of the literature. Journal for Nurses in Staff Development, 28(6), 260-269. doi: 10.1097/NND.0b013e31827259c7Johnson, R. H. (2012). Designing a needs assessment survey for clinical nurse educators. Journal for Nurses in Staff Development, 28(5), 225-228.Keating, S. B. (2010). Curriculum development and evaluation in nursing (2nd ed.). New York, NY: Springer Publishing.Knowles, M. S. (1980). The modern practice of adult education. Chicago, IL: Follett.Maneval, R., Fowler, K. A., Kays, J. A., Boyd, T. M., Shuey, J., Hare-Britner, S., & Mastrine, C. (2012). The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses. Journal of Continuing Education in Nursing, 43(3), 125-134. doi: 10.3928/00220124-2011101-02Manning, L., & Neville, S. (2009). Work-role transition: From staff nurse to clinical nurse educator. Nursing Praxis in New Zealand, 25(2), 41-53.Mitchell, M., & Courtney, M. (2005). Improving transfer from the intensive care unit: The development, implementation and evaluation of a brochure based on Knowles' Adult Learning Theory. 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