The Importance of Data-Based Decisions for Curriculum Development: Why Research is Everyone’s Responsibility was presented on June 5, 2012 at the WAUKESHA COUNTY TECHNICAL COLLEGE - Nursing Clinical Simulation as a Teaching Tool Confencence

1. WAUKESHA COUNTY TECHNICAL COLLEGE
Nursing Clinical Simulation as a Teaching Tool
The
Importance
of
Data-­‐Based
Decisions
for
Curriculum
Development:
Why
Research
is
Everyone’s
Responsibility
Eric
B.
Bauman,
PhD
RN,
Paramedic
DeVry,
Inc
Healthcare
Group
Clinical
Playground
LLC
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
All
Rights
Reserved

2. Professional
AffiliaIons
Disclosures/Conflict
of
Interest
DeVry
Inc.,
Healthcare
Group
• Associate
Director
For
SimulaIon
–
Center
for
SimulaIon
Excellence
Managing
Member
–
Clinical
Playground,
LLC
Managing
Member
–
Forensic
AnalyIcs,
LLC
Games+Learning+Society
• Affiliate
Society
for
SimulaIon
in
Healthcare
(SSH)
• Chair
–
Website
CommiVee
• Co-­‐Chair
–
Serious
Games
and
Virtual
Environments
Special
Interest
Group
Springer
–
contract
for
forthcoming
book
on
Game-­‐Based
learning
and
Clinical
EducaIon
Adjunct
Faculty
–
CAE
Healthcare
Relevant
Stock
–
CAE,
Zynga,
Pfizer,
GE
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
All
Rights
Reserved

3. ObjecIves
• ParIcipants
will
learn
the
importance
of
objecIve
driven
scenario
development
• ParIcipants
will
explore
the
concept
of
fit
as
it
relates
to
simulaIon-­‐based
educaIonal
intervenIons
• ParIcipants
will
be
able
to
idenIfy
how
educaIonal
research
influences
curriculum
decisions
• ParIcipants
will
discuss
and
explore
how
they
can
contribute
to
research
in
their
educaIonal
se_ng
and
develop
lesson
objecIves
that
meet
curriculum
goals
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
All
Rights
Reserved

4. ObjecIve
Driven
Scenario
Development
Why
is
ObjecIve
Driven
Scenario
Development
important?
• Poorly
wriVen
or
executed
scenarios
are
confusing
and
frustraIng
at
best
• Worse
-­‐
they
may
insIll
poor
pracIce
habits
and
allow
learners
to
misinterpret
important
cues
relevant
to
future
pracIce
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
All
Rights
Reserved

5. ObjecIve
Driven
Scenario
Development
Why
is
ObjecIve
Driven
Scenario
Development
important?
We
need
to
be
able
figure
out
why
our
students
get
to
very
dangerous
places
for
very
good
reasons!
We
are
ocen
the
reason
why
our
students
get
to
these
dangerous
places!
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
All
Rights
Reserved

6. ObjecIve
Driven
Scenario
Development
Picking
your
ObjecIve
• What
is
it
you
want
your
students
to
learn
and
what
is
the
basis
for
this
objecIve?
• Who
is
your
audience?
• Can
or
should
a
scenario
have
different
objecIves
or
more
than
one
objecIve
©Bauman
2012
All
Rights
Reserved

7. ObjecIve
Driven
Scenario
Development
Tease
out
the
ObjecIve[s]
• The
high-­‐fidelity
learning
environment
is
best
suited
facilitaIng
behavioral
change
– Do
not
try
to
make
the
scenario
excessively
hard
or
tricky
– Scenarios
must
be
realisIc
– Scenarios
must
be
situated
– Scenarios
should
be
engaging
-­‐
promoIng
interacIon
©Bauman
2012
All
Rights
Reserved

8. ObjecIve
Driven
Scenario
Development
Novice
Learners
• Consider
scenarios
that
focus
on
just
ONE
objecIve
– Calling
for
Help
– Administering
a
medicaIon
– Maintaining
the
airway
– Assessing
the
paIent
©Bauman
2012
All
Rights
Reserved

9. ObjecIve
Driven
Scenario
Development
Intermediate
and
Advanced
Learners
• Consider
the
introducIon
of
events
that
focus
on
serial
objecAves
rather
than
mulIple
“All-­‐At-­‐Once”
events
– Overly
complicated
scenarios
are
difficult
to
evaluate
• Unpredictable
• Ocen
lack
fidelity
• Can
be
very
confusing
for
learners
-­‐
and
are
ocen
not
believable
©Bauman
2012
All
Rights
Reserved

10. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
How
do
I
know
what
is
and
is
not…
Research
and
Data
Driven?
SimulaIon
scenarios
and
their
objecIves
should
support
your
curriculum
Your
curriculum
should
reflect
accreditaIon
guidelines
…and
best
pracIces!
©Bauman
2012
All
Rights
Reserved

11. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
SimulaIon
scenarios
and
their
objecIves
should
support
your
curriculum
Commission
on
Collegiate
Nursing
EducaIon
(CCNE)
NaIonal
League
for
Nursing
AccrediIng
Commission
(NLNAC)
School
Curriculum
CommiVee
©Bauman
2012
All
Rights
Reserved

12. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
©Bauman
2012
All
Rights
Reserved
EvaluaIng
the
Source
Best
PracIces
are
defined
by
research
and
are
peer
reviewed:
•
Peer
Reviewed
Journals
•
Other
Peer
Reviewed
PublicaIons
•
Books
•
White
Papers
•
Government
PublicaIons/Websites
•
VeVed
Conference
PresentaIons

13. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
©Bauman
2012
All
Rights
Reserved
In
General
Research
ReporIng
Should
Include
• Problem
statement
•
Purpose
and
research
quesIons
• Hypothesis
• Literature
review
•
Framework
or
theory
•
Methods
secIon
• Results
secIon
based
on
analysis
of
a
dataset
•
Findings
• Discussion
secIon

14. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
©Bauman
2012
All
Rights
Reserved
Types
of
Research
QualitaAve
QuanAtaAve
Quality
of
Design
Experimental
Design
TheoreIcal
Basis
Quasi
Experimental
Design
Quality
of
Analysis
ObservaIonal
Study
(QualitaIve
facets
are
NOT
linear
-­‐
they
are
(Types
of
design
are
hierarchical)
cumulaIve)
QualitaIve
Research
can
and
does
stand
on
it’s
own
but
is
also
ocen
used
to
inform
quanItaIve
research

15. ObjecIve
Driven
Scenario
Development
Resources
©Bauman
2012
All
Rights
Reserved
SimulaIon
in
Healthcare:
The
Journal
of
the
Society
for
SimulaIon
in
Healthcare
(SSH)
hVp://www.ssih.org/
hVp://journals.lww.com/simulaIoninhealthcare/pages/default.aspx
Clinical
SimulaIon
in
Nursing:
The
Journal
for
the
InternaIonal
Nursing
AssociaIon
for
Clinical
SimulaIon
and
Learning
(INACSL)
hVp://www.inacsl.org/INACSL_2010/
hVp://www.nursingsimulaIon.org/
Games
and
SimulaIon
for
Healthcare
online
library
and
portal
hVp://healthcaregames.wisc.edu/

16. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
©Bauman
2012
All
Rights
Reserved
Challenges
related
to
best
pracIces!
American
Heart
AssociaIon
ResuscitaIon
Guidelines
Established
and
Published
Guidelines
by
AHA
Best
PracIces
based
on
Peer
Reviewed
ScienIfic
Literature
Ewy,
G.
(2007).
Cardiac
arrest—guideline
changes
urgently
needed.
Lancet,
369(1),
882-­‐884.
Kellum,
M.,
Kennedy,
K.W.,
Ewy,
G.
(2006).
Cardiocerebral
ResuscitaIon
Improves
Survival
ofPaIents
with
Out-­‐of-­‐Hospital
Cardiac
Arrest.
The
American
Journal
of
Medicine.
119(4),
335-­‐349.
Kanto-­‐SOS
Study
Group
(2007).
Cardiopulmonary
resuscitaIon
by
bystanders
with
chest
compression
only
(SOS-­‐KANTO):
an
observaIonal
study.
Lancet,
369(1),
920-­‐926.

17. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
©Bauman
2012
All
Rights
Reserved
Challenges
related
to
best
pracIces!
SimulaIon-­‐based
Experience
counIng
for
Clinical
hours
Gore,
T.,
Van
Gele,
P.,
Ravert,
P.,
&
Mabire,
C.
(2012).
A
Survey
of
INACSL
membership
about
simulaIon
use.
Clinical
Simula:on
in
Nursing,
8(4),
e125-­‐e133.
Faragher,
J.F.,
Boese,
T.,
&
Decker,
S.,
Sando,
C.
(2011).
Standards
of
best
pracIce:
SimulaIon.
Simula:on
in
Nursing,
7(4),
S1-­‐S20.
Nursing
Midwifery
Council
(2007).
Nursing
and
Midwifery
Council
Circular,
36(2007),
United
Kingdom.
Utah
AdministraIve
Code,
Nurse
PracIce
Act,
Rule
R156-­‐31b,
SecIon
E,
Sub
ii.
Accessed
electronically
01/15/2012
Wisconsin
Department
of
Health
Services,
WMS
SecIon
(2011).
Wisconsin
Standardized
Paramedic
Curriculum.

18. ObjecIve
Driven
Scenario
Development
Research
and
Data
Driven
ObjecIves
©Bauman
2012
All
Rights
Reserved
Challenges
related
to
best
pracIces!
Can
be
difficult
to
adequately
evaluate
sources
The
research
associated
with
best
pracIces
and
simulaIon
and
game-­‐
based
learning
in
the
health
sciences
is
sIll
immature
Best
pracIce
must
relate
not
only
to
paIent
outcome
but
also
clinical
educaIon
BeVer
PreparaIon
=
BeVer
PracIce
=
BeVer
PaIent
Outcome

19. TranslaIonal
Effect
©Bauman
2012
Rights
Reserved
BeVer
PreparaIon
=
PracIce
PracIce
=
BeVer
PaIent
Outcome

20. Good
Fit
and
SimulaIon
©Bauman
2012
Rights
Reserved
• Are
you
using
simulaIon
to
meet
your
needs
or
your
students
needs
• Using
technology
for
the
sake
of
technology
ocen
leaves
students
confused
and
faculty
frustrated
• Understand
that
all
forms
of
technology
have
their
limitaIons
• Play
down
the
“coolness”
and
“be-­‐all…
end
all”
factor
with
students.
R.
Kyle

21. Good
Fit
and
SimulaIon
• Mannikin-­‐based
simulaIon
taking
place
in
created
spaces
or
simulaIon
occurring
in
digital
environments
are
best
leveraged
for
lessons
that
encompass
designed
experiences
that
focus
on
behavioral
or
decision
aspects
of
pracIce
and
some
forms
of
targeted
psychomotor
training…
– AcculturaIon
– Decision
Making
– Team
Training
– Workload/Time
Management
– Procedural
DemonstraIon
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

22. Good
Fit
and
SimulaIon
RelaIonship
between
objecIves
and
Fit
Remember
ObjecAves
First
…
Everything
else
follows,
including:
Technology
In
other
words
how
can
technology
help
you
meet
your
curriculum
objecAves!!!!!!!
.
.
.
.
.
.
.
.
.
.
.
©Bauman
2012
Rights
Reserved

23. Research
and
Curriculum
New
Curricula
and
the
Technology
supporIng
it
should
be
evaluated
for
its
potenIal
fit
within
an
exisIng
curriculum
IntegraIng
technology
and
teaching
techniques
that
include
SimulaIon
&
Game-­‐Based
Learning
into
your
curriculum
represents
a
change
in
your
curriculum
and
must
be
evaluated
©Bauman
2012
Rights
Reserved

24. Research
and
Curriculum
©Bauman
2012
Rights
Reserved
Research:
Best
PracIces
&
ContribuIon…
• The
concept
of
Best
PracIce
applies
to
educaIonal
processes
as
well
as
paIent
intervenIons
and
outcomes!
• InvesIgaIon
defines
Best
PracIce?
• Defining
Best
PracIce
is
fluid?
– Best
PracIce
is
defined
by
current
knowledge.
The
knowledge
base
of
any
discipline,
parIcularly
in
the
health
and
biological
sciences
is
rapidly
evolving
and
changing.

25. Your
ContribuIon
to
Research
and
Curriculum
©Bauman
2012
Rights
Reserved
Why
should
I
contribute?
• Curriculum
Change
is
expensive
and
risky
given
the
tradiIonal
high
pass
rates
associated
with
the
NCLEX
– It
is
your
job
to
validate
both
curriculum
and
pedagogy
used
to
implement
your
curriculum
– Graduate
marketability
and
success
are
a
direct
reflecIon
of
your
program:
On-­‐boarding
and
new
hire
orientaIon
is
expensive.
Are
you
grads
standouts
for
the
right
reasons?
• SimulaIon
is
here
to
stay
many
schools
have
already
invested
in
the
hardware
– AdministraIve
Code
and
AccreditaIon
Agencies
are
going
to
require
simulaIon:
Are
you
going
to
meet
minimum
standards
or
define
best
pracIce?
– What
is
your
responsibility
to
the
profession
and
your
graduates:
Are
you
leveraging
innovaIon
to
define
educaIonal
pracIce?

26. Your
ContribuIon
to
Research
and
Curriculum
©Bauman
2012
Rights
Reserved
How
do
I
contribute?
• All
of
your
all
new
and
exisIng
curriculum
should
be
evaluated
• Start
Small:
“All”
contribuIons
are
important
to
the
field
– Look
for
projects
that
represent
program
CQI
or
Internal
Curriculum
validaIons
– Avoid
student
percepIon-­‐based
research
• Partner
with
more
experienced
invesIgators
and
intuiIons
• Use
consultants
to
increase
the
breadth
of
your
experience
• Set
up
research
guidelines
and
expectaIons
at
your
insItuIon

27. Your
ContribuIon
to
Research
and
Curriculum
©Bauman
2012
Rights
Reserved
An
evaluaIon
of
bag-­‐valve-­‐mask
venIlaIon
using
an
ergonomically
designed
face-­‐mask
among
novice
users:
a
simulaIon-­‐based
pilot
study
Evaluated
and
compared
the
use
of
a
standard
facemask
for
posiIve
pressure
venIlaIon
and
an
ergonomically
designed
facemask
among
novice
users
Bauman,
E.B.,
Joffe,
A.M.,
Lenz,
L.,
Hetzel,
S.J.,
DeVries,
S.A.,
Seider,
S.P.
(2010).
An
evaluaIon
of
bag-­‐valve-­‐mask
venIlaIon
using
an
ergonomically
designed
face-­‐mask
among
novice
users:
a
simulaIon-­‐based
pilot
study.
Resuscita:on
81(2010),
1161-­‐1165,
doi:
10.1016/j.resuscitaIon.2010.05.005.

28. Bag-­‐valve-­‐mask
study
data
©Bauman
2012
Rights
Reserved
Partnership
between
Western
Technical
College
&
UW-­‐Madison
The
effect
of
each
mask
during
venIlaIon
over
Ime
was
assessed
using
repeated-­‐measures
ANOVA.
Assessment
of
mask
technique
among
parIcipants
and
associaIon
between
mask
type
and
hand
reposiIoning
were
analyzed
using
the
Wilcoxon-­‐Rank
Sum
Test
and
McNemar’s
paired
proporIons
test,
respecIvely.

29. Wrap-­‐up
&
Review
©Bauman
2012
Rights
Reserved
• We
Reviewed
and
Emphasized
the
importance
of
objecIve
driven
scenario
development
• We
explored
and
emphasized
the
concept
of
fit
as
it
relates
to
simulaIon-­‐based
educaIonal
intervenIons
• We
idenIfied
and
discussed
how
educaIonal
research
influences
curriculum
decisions
• We
discussed
and
explored
how
parIcipants
can
contribute
to
research
in
their
educaIonal
se_ng
and
develop
lesson
objecIves
that
meet
curriculum
goals
.
.
.
.
.
.
.
.
.
.
.
R.
Kyle

30. QuesIons?
©Bauman
2012
Rights
Reserved
R.
Kyle

31. Selected
References
&
Recommended
Readings
Bauman,
E.
(2007).
High
fidelity
simulaIon
in
healthcare.
Ph.D.
dissertaIon,
The
University
of
Wisconsin-­‐Madison,
United
States.
DissertaIons
&
Thesis
@
CIC
InsItuIons
database.
(PublicaIon
no.
AAT
3294196)
Bauman,
E.
B.
(2012).
Game-­‐based
Teaching
and
Simula:on
in
Nursing
&
Healthcare.
New
York,
NY:
Springer
Publishing
Company.
Bauman,
E.
(2010).
Virtual
reality
and
game-­‐based
clinical
educaIon.
In
Gaberson,
K.B.,
&
Oermann,
M.H.
(Eds)
Clinical
teaching
strategies
in
nursing
educa:on
(3rd
ed).New
York,
Springer
Publishing
Company.
Bauman,
E.B.
and
Games,
I.A.
(2011).
Contemporary
theory
for
immersive
worlds:
Addressing
engagement,
culture,
and
diversity.
In
Cheney,
A.
and
Sanders,
R.
(Eds)
Teaching
and
Learning
in
3D
Immersive
Worlds:
Pedagogical
models
and
construc:vist
approaches.
IGI
Global.
Bauman,
E.B.,
Joffe,
A.M.,
Lenz,
L.,
Hetzel,
S.J.,
DeVries,
S.A.,
Seider,
S.P.
(2010).
An
evaluaIon
of
bag-­‐valve-­‐mask
venIlaIon
using
an
ergonomically
designed
face-­‐mask
among
novice
users:
a
simulaIon-­‐based
pilot
study.
Resuscita:on
81(2010),
1161-­‐1165,
doi:
10.1016/j.resuscitaIon.2010.05.005.
Benner,
P.
(1984).
From
novice
to
expert:
Excellence
and
power
in
clinical
nursing
prac:ce.
Menlo
Park,
CA:
Addison-­‐Wesley.
Benner,
P.,
Tanner,
C.,
&
Chesla,
C.
(2009).
Exper:se
in
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Rights
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32. Contact
InformaIon
Eric
B.
Bauman,
PhD
ebauman@clinicalplayground.com
www.clinicalplayground.com
hVp://www.linkedin.com/in/ericbbauman
hVp://www.slideshare.net/ebauman
Clinical
Playground
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