Readiness planning: how to go beyond "buy-in" to achieve curricular success and front-line performance.

Simulation program staff and leadership often struggle to partner with front-line healthcare workers, their managers, and health system leaders. Simulation-based learning programs are too often seen as burdensome add-ons rather than essential mechanisms supporting clinical workforce readiness. Healthcare system leaders grappling with declining morale, economic pressure, and too few qualified staff often don't see how simulation can help them, and we simulation program leaders can't seem to bridge this gap.

The Transformative Teaching Framework: A roadmap for 21st century teaching.

The US healthcare system has changed dramatically in the past several decades. Nursing education, conversely, has not. This disparity, with a widening academic-practice gap prompted The National Academies to call on nursing education bodies to lead transformational change in nursing education to create the entry level and advanced practice nurses needed in the 21st century healthcare system (Wakefield et al.

Simulation for Competency Development in Clinical Practice.

Nursing education at the undergraduate and graduate levels is undergoing a transformational curricular change that includes moving toward a competency-based curriculum. This opportunity holds promise to close the education-practice gap that has plagued nursing education for decades. A key teaching modality to achieve this outcome is simulation-based education.

The Essentials of Debriefing and Reflective Practice.

Debriefing is a specific type of reflective learning. Debriefing follows an experience, with the goal of taking meaningful learning away from the experience. It is often used following a simulation-based educational experience but the same techniques can be used following actual clinical care.

Teaching, coaching, or debriefing With Good Judgment: a roadmap for implementing "With Good Judgment" across the SimZones.

Simulation-based learning occurs in multiple contexts, and one teaching style cannot adequately cover the needs at each learning level. For example, reflective debriefing, often used following a complex simulation case, is not what is needed when learning new skills. When to use which facilitation style is a question that educators often overlook or struggle to determine.

Evidence-Based Debriefing.

Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety.

Fostering Civility in Learning Conversations: Introducing the PAAIL Communication Strategy.

Background: Civility, psychological safety, and effective stress management are essential for meaningful learning conversations.

Problem: Incivility triggers fear and humiliation, impairs clinical judgment and learning, reduces psychological safety, and increases cognitive load. These factors converge to make learners less likely to incorporate feedback, speak up when there is a problem, and discuss practice errors and patient safety issues.

Debriefing Practices in Nursing Education Programs: Results from a National Study.

Aim: The purpose of the study was to describe debriefing practices in nursing education programs in the United States.

Background: Despite the acknowledged importance of debriefing, little is known about debriefing practices. It is imperative that debriefing practices be examined in order to establish a baseline understanding of current practice.