Develop, Sustain, and Evaluate the Training of Simulation Educators: An Exploratory Longitudinal Study.

Background: Developing the competency of simulation educators is critical for optimizing learner outcomes. Yet guidelines on how to sustain received simulation training and evaluate training programs are limited.

Purpose: To examine the impact of a professional development workshop (PDW) aimed at individuals responsible for developing, sustaining, and evaluating simulation educator training programs.

Psychological Safety as an Educational Value in Interprofessional Health Education.

The Interprofessional Education Collaborative competency on values and ethics is defined as "work[ing] with individuals of other professions to maintain a climate of mutual respect and shared values." Essential to mastery of this competency is acknowledging biases, many of which are rooted in historically entrenched assumptions about the value of medical supremacy in health care, popular cultural representations of health professionals, and students' lived experiences. This article describes an interprofessional education activity in which students from several health professions discuss stereotypes and misconceptions about their own professions and other health professions and professionals.

Saving patient x: A quasi-experimental study of teamwork and performance in simulation following an interprofessional escape room.

Graduates of health professions programs are required to work collaboratively as part of interprofessional healthcare teams. The purpose of this study was to create and test the use of an interprofessional escape room, as a method to improve teamwork, prior to interprofessional simulation. The study evaluated performance in simulation with the Observed Interprofessional Collaboration tool and self-reported attitudes toward teamwork using the Interprofessional Socialization and Valuing Scale.

Formal Training Efforts to Develop Simulation Educators: An Integrative Review.

Formal training for educators who use simulation-based education (SBE) is required by standards of best practice, simulation guidelines, regulatory, and accrediting bodies. Training efforts to establish educator competency for SBE are being offered. However, a systematic review of this body of literature has yet to be conducted.

INACSL Standards of Best Practice for Simulation: Past, Present, and Future.

Aim: To describe the historical evolution of the International Nursing Association for Clinical Simulation and Learning's (INACSL) Standards of Best Practice: Simulation.

Background: The establishment of simulation standards began as a concerted effort by the INACSL Board of Directors in 2010 to provide best practices to design, conduct, and evaluate simulation activities in order to advance the science of simulation as a teaching methodology.

Method: A comprehensive review of the evolution of INACSL Standards of Best Practice: Simulation was conducted using journal publications, the INACSL website, INACSL member survey, and reports from members of the INACSL Standards Committee.

Diversity of nursing student views about simulation design: a q-methodological study.

Background: Education of future nurses benefits from well-designed simulation activities. Skillful teaching with simulation requires educators to be constantly aware of how students experience learning and perceive educators' actions. Because revision of simulation activities considers feedback elicited from students, it is crucial to understand the perspective from which students base their response.

Q-Sample Construction: A Critical Step for a Q-Methodological Study.

Q-sample construction is a critical step in Q-methodological studies. Prior to conducting Q-studies, researchers start with a population of opinion statements (concourse) on a particular topic of interest from which a sample is drawn. These sampled statements are known as the Q-sample.

Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

Aim: This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program.

Background: Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship.

Method: An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program.

Solve the policy and procedure puzzle.

Explore the merits of forming a multidisciplinary policy and procedure team to simplify processes.