{"version":"1.0.0","segments":[{"startTime":36.06,"endTime":42.54,"body":"Welcome to Nursing EDge Unscripted Saga,"},{"startTime":36.06,"endTime":42.54,"body":"as we use stories to connect the past  "},{"startTime":42.54,"endTime":47.34,"body":"to the present and then our future as "},{"startTime":42.54,"endTime":47.34,"body":"we reimagine our teaching and learning.  "},{"startTime":47.88,"endTime":54.96,"body":"As we celebrate the NLN Year of the Nurse Educator, "},{"startTime":47.88,"endTime":54.96,"body":"we pay tribute to extraordinary nurses who've made  "},{"startTime":54.96,"endTime":61.98,"body":"significant contributions to nursing education. "},{"startTime":54.96,"endTime":61.98,"body":"We dive into the stories of nurse educators who  "},{"startTime":61.98,"endTime":68.4,"body":"recognized a need, challenged traditional "},{"startTime":61.98,"endTime":68.4,"body":"customs, and influenced transformative change.  "},{"startTime":69.36,"endTime":75.54,"body":"In our ongoing series on the NLN Curriculum "},{"startTime":69.36,"endTime":75.54,"body":"Revolution, our conversations have focused  "},{"startTime":75.54,"endTime":83.1,"body":"on what was taking shape around nursing education "},{"startTime":75.54,"endTime":83.1,"body":"reform in the 80s and 90s. Led by a dynamic cohort  "},{"startTime":83.1,"endTime":89.64,"body":"of nurse educators focused on revisioning nursing "},{"startTime":83.1,"endTime":89.64,"body":"education, they opened the door to new ways to  "},{"startTime":89.64,"endTime":96.66,"body":"think about curriculum, dialogue, clinical judgment, "},{"startTime":89.64,"endTime":96.66,"body":"the power dynamics inherent in the teacher-student  "},{"startTime":96.66,"endTime":104.28,"body":"relationship, and the theoretical underpinnings "},{"startTime":96.66,"endTime":104.28,"body":"of clinical practice. Simulation as a teaching  "},{"startTime":104.28,"endTime":110.58,"body":"strategy in nursing education began to find its "},{"startTime":104.28,"endTime":110.58,"body":"way with early nurse education innovators in the  "},{"startTime":110.58,"endTime":119.28,"body":"late 90s into the early 2000s. In our last episode, "},{"startTime":110.58,"endTime":119.28,"body":"we focused on the work of Dr Pamela Jeffries, an  "},{"startTime":119.28,"endTime":124.74,"body":"early visionary who studied simulation and "},{"startTime":119.28,"endTime":124.74,"body":"nursing education and developed a simulation  "},{"startTime":124.74,"endTime":130.74,"body":"framework that guided the use of simulation "},{"startTime":124.74,"endTime":130.74,"body":"teaching and learning in nursing education. "},{"startTime":131.88,"endTime":139.44,"body":"In this episode, we will focus on the NLN Jeffrey "},{"startTime":131.88,"endTime":139.44,"body":"Simulation Framework's evolution to a mid-range  "},{"startTime":139.44,"endTime":146.88,"body":"theory and the landmark National Council of State "},{"startTime":139.44,"endTime":146.88,"body":"Boards of Nursing study which concluded that  "},{"startTime":146.88,"endTime":154.5,"body":"simulation can be used to replace up to 50 percent "},{"startTime":146.88,"endTime":154.5,"body":"of actual clinical experiences for learners.  "},{"startTime":155.64,"endTime":162.18,"body":"In the summer of 2011, the International "},{"startTime":155.64,"endTime":162.18,"body":"Association for Clinical Simulation and Learning  "},{"startTime":162.18,"endTime":169.5,"body":"or  INACSL, in consultation with Dr. Jeffries "},{"startTime":162.18,"endTime":169.5,"body":"convened a meeting of simulation educators  "},{"startTime":169.5,"endTime":176.7,"body":"and researchers to study the state of the science "},{"startTime":169.5,"endTime":176.7,"body":"of simulation relative to the application of the  "},{"startTime":176.7,"endTime":184.14,"body":"NLN Jeffries Simulation Framework. The focus was "},{"startTime":176.7,"endTime":184.14,"body":"to study the five constructs of the framework:  "},{"startTime":184.98,"endTime":193.44,"body":"student, teacher, educational practices, "},{"startTime":184.98,"endTime":193.44,"body":"simulation design characteristics, and outcomes.  "},{"startTime":194.34,"endTime":201.3,"body":"They examined how the concepts or constructs "},{"startTime":194.34,"endTime":201.3,"body":"were defined in the nursing literature, the  "},{"startTime":201.3,"endTime":207.24,"body":"evidence that surrounded the use of "},{"startTime":201.3,"endTime":207.24,"body":"these constructs, major knowledge gaps  "},{"startTime":207.24,"endTime":215.22,"body":"in research opportunities, and important future "},{"startTime":207.24,"endTime":215.22,"body":"directions for research surrounding the concepts.  "},{"startTime":216.54,"endTime":224.52,"body":"In 2012, with funding from Laerdal, Dr. Beth "},{"startTime":216.54,"endTime":224.52,"body":"Rogers, an internationally known expert in  "},{"startTime":224.52,"endTime":231.0,"body":"theory development, was recruited to evaluate the "},{"startTime":224.52,"endTime":231.0,"body":"potential of moving the framework to a theory.  "},{"startTime":231.96,"endTime":239.34,"body":"Under Dr Roger's guidance, the relationships among "},{"startTime":231.96,"endTime":239.34,"body":"the components or constructs were further studied  "},{"startTime":239.34,"endTime":247.5,"body":"and Dr Katie Adamson joined Dr Rogers to complete "},{"startTime":239.34,"endTime":247.5,"body":"a systematic review of the literature, a necessary  "},{"startTime":247.5,"endTime":254.22,"body":"step to document completed rigorous research "},{"startTime":247.5,"endTime":254.22,"body":"that used the framework with the intended  "},{"startTime":254.22,"endTime":260.64,"body":"outcome to not only clarify the constructs "},{"startTime":254.22,"endTime":260.64,"body":"in the framework and their relationships but  "},{"startTime":260.64,"endTime":269.04,"body":"reveal gaps to identify a clear direction for "},{"startTime":260.64,"endTime":269.04,"body":"further research. Based on this work, the NLN"},{"startTime":269.04,"endTime":279.96,"body":"Jeffries Simulation Theory emerged as a mid-range "},{"startTime":269.04,"endTime":279.96,"body":"theory in 2016. During this same time frame, the  "},{"startTime":279.96,"endTime":287.4,"body":"National Council of State Boards of Nursing began "},{"startTime":279.96,"endTime":287.4,"body":"work on their landmark study. Sophistication of  "},{"startTime":287.4,"endTime":295.02,"body":"simulation was growing as well as was the number "},{"startTime":287.4,"endTime":295.02,"body":"of schools using it. Changes in health care were  "},{"startTime":295.02,"endTime":302.7,"body":"resulting in fewer clinical placements available "},{"startTime":295.02,"endTime":302.7,"body":"for students. As a result, boards of nursing across  "},{"startTime":302.7,"endTime":309.78,"body":"the country were receiving requests from programs "},{"startTime":302.7,"endTime":309.78,"body":"for permission to use simulation to replace some  "},{"startTime":309.78,"endTime":316.32,"body":"traditional clinical experience hours and they "},{"startTime":309.78,"endTime":316.32,"body":"reached out to the National Council for guidance.  "},{"startTime":317.34,"endTime":323.1,"body":"The National Council noted that the existing "},{"startTime":317.34,"endTime":323.1,"body":"literature indicated that simulation was an  "},{"startTime":323.1,"endTime":329.7,"body":"effective teaching strategy but did not provide "},{"startTime":323.1,"endTime":329.7,"body":"the level of evidence needed to make a decision  "},{"startTime":329.7,"endTime":337.68,"body":"on simulation as a replacement strategy. Therefore, "},{"startTime":329.7,"endTime":337.68,"body":"the National Council convened simulation experts  "},{"startTime":337.68,"endTime":346.56,"body":"across the country to carry out the first landmark "},{"startTime":337.68,"endTime":346.56,"body":"nursing education simulation study using the NLN"},{"startTime":346.56,"endTime":354.0,"body":"Jeffries Simulation Framework to guide the use "},{"startTime":346.56,"endTime":354.0,"body":"and design of the simulation used in this study.  "},{"startTime":355.08,"endTime":361.8,"body":"The study convened in the fall of 2011 with "},{"startTime":355.08,"endTime":361.8,"body":"10 pre-licensure schools across the country  "},{"startTime":361.8,"endTime":371.04,"body":"representing 666 students. Across these 10 "},{"startTime":361.8,"endTime":371.04,"body":"schools, students were randomized into one  "},{"speaker":"of three study groups","startTime":371.04,"endTime":377.58,"body":"the control group that "},{"speaker":"of three study groups","startTime":371.04,"endTime":377.58,"body":"consisted of students who had traditional  "},{"speaker":"of three study groups","startTime":377.58,"endTime":384.36,"body":"clinical experiences and no more than 10 percent "},{"speaker":"of three study groups","startTime":377.58,"endTime":384.36,"body":"of those clinical hours were spent in simulation; "},{"speaker":"of three study groups","startTime":385.38,"endTime":393.42,"body":"the 25 group were students who had 25 percent of "},{"speaker":"of three study groups","startTime":385.38,"endTime":393.42,"body":"their traditional hours replaced by simulation;  "},{"speaker":"of three study groups","startTime":393.42,"endTime":400.86,"body":"and the third group represented the 50 group "},{"speaker":"of three study groups","startTime":393.42,"endTime":400.86,"body":"students who had 50 of their traditional clinical  "},{"speaker":"of three study groups","startTime":400.86,"endTime":409.98,"body":"hours replaced by simulation. The study began in "},{"speaker":"of three study groups","startTime":400.86,"endTime":409.98,"body":"the fall 2011 semester with the first clinical  "},{"speaker":"of three study groups","startTime":409.98,"endTime":419.28,"body":"nursing course and continued throughout the core "},{"speaker":"of three study groups","startTime":409.98,"endTime":419.28,"body":"clinical courses through graduation in May 2013.  "},{"speaker":"of three study groups","startTime":420.18,"endTime":425.82,"body":"During coursework, students were assessed on "},{"speaker":"of three study groups","startTime":420.18,"endTime":425.82,"body":"clinical competency and nursing knowledge. "},{"speaker":"of three study groups","startTime":425.82,"endTime":432.48,"body":"Additionally, students rated how well their "},{"speaker":"of three study groups","startTime":425.82,"endTime":432.48,"body":"learning needs were met in both the clinical and  "},{"speaker":"of three study groups","startTime":432.48,"endTime":439.44,"body":"simulation environments. Learning and competency "},{"speaker":"of three study groups","startTime":432.48,"endTime":439.44,"body":"was assessed at the end of the nursing program  "},{"speaker":"of three study groups","startTime":439.44,"endTime":447.54,"body":"with results showing no statistically significant "},{"speaker":"of three study groups","startTime":439.44,"endTime":447.54,"body":"differences in clinical competency, comprehensive  "},{"speaker":"of three study groups","startTime":447.54,"endTime":456.18,"body":"nursing knowledge assessments, and no differences "},{"speaker":"of three study groups","startTime":447.54,"endTime":456.18,"body":"in NCLEX pass rates. These students were also  "},{"speaker":"of three study groups","startTime":456.18,"endTime":462.48,"body":"followed into the first six months of clinical "},{"speaker":"of three study groups","startTime":456.18,"endTime":462.48,"body":"practice. Here again, there were no differences in  "},{"speaker":"of three study groups","startTime":462.48,"endTime":469.68,"body":"manager ratings of overall clinical competency and "},{"speaker":"of three study groups","startTime":462.48,"endTime":469.68,"body":"readiness for practice as a new registered nurse.  "},{"speaker":"of three study groups","startTime":470.4,"endTime":476.76,"body":"This was a remarkable study that for the first "},{"speaker":"of three study groups","startTime":470.4,"endTime":476.76,"body":"time provided the needed evidence to support  "},{"speaker":"of three study groups","startTime":476.76,"endTime":484.14,"body":"the use of high quality simulation experiences "},{"speaker":"of three study groups","startTime":476.76,"endTime":484.14,"body":"as a substitution for up to half of traditional  "},{"speaker":"of three study groups","startTime":484.14,"endTime":492.66,"body":"clinical hours and achieve comparable outcomes. "},{"speaker":"of three study groups","startTime":484.14,"endTime":492.66,"body":"The caveat was that it needed to be conducted  "},{"speaker":"of three study groups","startTime":492.66,"endTime":500.58,"body":"with well-designed simulations that followed the "},{"speaker":"of three study groups","startTime":492.66,"endTime":500.58,"body":"INACSL standards of best practice, now named the  "},{"speaker":"of three study groups","startTime":500.58,"endTime":507.9,"body":"Healthcare Simulation Standards of Best Practice, "},{"speaker":"of three study groups","startTime":500.58,"endTime":507.9,"body":"and that simulation faculty are well trained and  "},{"speaker":"of three study groups","startTime":507.9,"endTime":516.9,"body":"use a debriefing method grounded in educational "},{"speaker":"of three study groups","startTime":507.9,"endTime":516.9,"body":"theory. Today, ten years later, simulation pedagogy  "},{"speaker":"of three study groups","startTime":516.9,"endTime":523.62,"body":"continues to inform remarkable outcomes and "},{"speaker":"of three study groups","startTime":516.9,"endTime":523.62,"body":"is helping to transform nursing education  "},{"speaker":"of three study groups","startTime":524.94,"endTime":532.02,"body":"as a contextual experiential teaching "},{"speaker":"of three study groups","startTime":524.94,"endTime":532.02,"body":"strategy. It is truly moving nursing education  "},{"speaker":"of three study groups","startTime":532.02,"endTime":539.28,"body":"ahead to deliver those important concepts "},{"speaker":"of three study groups","startTime":532.02,"endTime":539.28,"body":"articulated by our curriculum revolutionaries."},{"speaker":"of three study groups","startTime":542.04,"endTime":549.24,"body":"And so the Saga continues and may our Saga "},{"speaker":"of three study groups","startTime":542.04,"endTime":549.24,"body":"continue as we bring to a close this episode  "},{"speaker":"of three study groups","startTime":549.24,"endTime":556.86,"body":"of Nursing EDge Unscripted Saga. Thank you "},{"speaker":"of three study groups","startTime":549.24,"endTime":556.86,"body":"for joining us"}]}