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Running head: PRACTICUM PROPOSAL 1

Practicum Proposal

Joel Vedders

Ferris State University

PRACTICUM PROPOSAL 2

Abstract

A nursing professional development specialist employs a variety of teaching strategies to

enhance the knowledge and skill of nurses. In turn, the nurse is able to apply this knowledge in

the practice environment to provide safe, quality nursing care. In order to grow into the nursing

professional development specialist role, it is critical to develop in a variety of areas. The

American Nurses Association (ANA) has developed sixteen standards to facilitate competence in

this specialty role. With the American Nurses Association and National Nursing Staff

Development Organization. (2010). Scope and Standards of Practice for Nursing Professional

Development as my guide, the overall goal for the clinical practicum experience will be to

develop Standard 4: Planning, Standard 5: Implementation, Standard 6: Evaluation, Standard 7:

Quality of Nursing Professional Development, and Standard 8: Education.


Practicum Proposal

I have worked as a registered nurse for 19 years. I obtained my Bachelor of Science

degree in Nursing (BSN) from Calvin College in Grand Rapids, Michigan. I immediately began

my nursing career on the orthopedic unit at Spectrum Health Butterworth Campus. I have

functioned in a variety of roles within orthopedics ever since. I worked as a staff nurse for a

number of years before being asked to utilize my leadership skills as a charge nurse. The new

position strengthened my leadership skills as well as enabled more opportunity for collaboration

with nurses in advanced specialty roles. Functioning as a charge nurse also allowed for

opportunities to be a resource for my co-workers, especially newer staff. When I was not in the

role of charge nurse I also took on the responsibility of being a preceptor. Precepting allowed me

the opportunity to mentor nurses new to the orthopedic field. My role was facilitating growth in

their confidence and skill level, such as critical thinking, patient care delivery, and advocacy,

which proved rewarding. According to Billings and Halstead (2009) mentoring is needed as one

learns to balance various aspects of a complex role. I also functioned as the interim manager of

the orthopedic unit which exposed me to a different side of nursing. I was able to build additional

professional relationships throughout the hospital because of this experience. I was eventually

offered the manager position but declined the opportunity because I felt drawn to precepting and

patient care.

According to the American Nurses Association (ANA) and National Nursing Staff

Development Organization (NNSDO) (2010) Scope and Standards of Practice for Nursing

Professional Development, there are a variety of items listed in the scope of responsibility of the

nursing professional development specialist, which include preceptor, mentor, and leader at


various levels of the organization. I feel these roles have strengthened my leadership and

collaboration skills which will be beneficial as I move toward this practicum experience.

Over the past five years I have been in the role of nurse clinician for the orthopedic

trauma population. This role involves being a clinical expert in this area and acting as a liaison

between multiple disciplines as we care for this unique population. I also assist nurses with

problem solving when difficult situations arise with patients during their hospitalization. In

addition, one of my primary roles is patient education. Sharing my expertise in orthopedics while

I round on patients has been very rewarding. So much so, that I decided to pursue my Masters of

Science in Nursing degree at Ferris State University with a focus on education. I have found that

even though I have functioned in a variety of capacities, I am drawn to the teaching aspect of

nursing.

I lack the formal education required to be called a nurse educator and the competencies

required for the role. When looking at possibilities for a clinical practicum, simulation was an

area of interest. As I began researching the topic, I realized there are a variety of advantages to

simulation. One such advantage is increased knowledge retention and confidence in performance

after participation in a simulation. A study found in Dodge-Ackermann (2009), compared a

group of nurses who received standard CPR training compared to a simulated cardiopulmonary

arrest. Those who participated in the simulation had significantly higher scores and retention of

material. Because of the benefits of simulation, I have chosen to build a practicum experience in

this area.

The practicum experience will include teaching core classes, which are hospital

orientation classes taught to new employees. Additionally, I will teach simulation classes which

will include the possibility of developing an educational project related to simulation. The


purpose of this paper will be to build my practicum experience, in addition to defining where it

will take place, and the identification of a preceptor. I will also define which goals I plan to

accomplish according to the ANA standards (see Appendix A). After consulting with my

preceptor I will lay out a specific timeline in which to meet these goals and objectives.

Theoretical Framework/Model

There are two models that will be applied to my practicum experience. The first

theoretical framework is Patricia Benner's clinical wisdom in nursing practice which is identified

in stages of development and skill acquisition of the learner. These stages include novice,

advanced beginner, competent, proficient, and expert (Masters, 2012). In my current role as an

orthopedic nurse clinician I would consider myself an expert. An expert is able to draw from a

wealth of prior experience, has the ability to recognize patterns, has an understanding of a variety

clinical situations, and is able to react and take the appropriate action (Masters, 2012). I will step

back into the novice role as I am thrust into the advanced specialty role of a professional

development specialist. Although I will take with me 19 years of clinical knowledge, I will still

be considered a novice simply because I lack experience in this new role. Participating in

practicum activities such as writing goals and objectives, in addition to participating in

simulations, will assist in my progression to the advanced beginner educator.

A second model of consideration in this practicum will be related to the learner and can

be applied to the simulation experience. I will consider Tanners model of clinical judgment.

Tanner's model involves four aspects which include noticing, interpreting, responding, and

reflection (Tanner, 2006). These four aspects can be directly applied to simulation scenarios

where the clinical staff are exposed to a situation to observe their ability to first, grasp the

situation, to have an understanding of how to respond, to take action, and finally have the time to


reflect on the their experience also known as debriefing. Awareness of these steps will increase

my competence in the simulation setting.

Practicum Setting

My practicum will take place at the Cook Institute at Spectrum Health Butterworth

Hospital in Grand Rapids, Michigan. Spectrum Health Butterworth is the only Level 1 Trauma

center in West Michigan. It is part of a much larger health system comprised of multiple

hospitals, outpatient and urgent care centers, extended care facilities, and a dedicated children's

hospital and cancer pavilion. Spectrum Health has used simulation in a variety of settings

including medical surgical, pediatrics, surgical services, and the emergency department for

several years. Wang (2011) mentions that the medical community has embraced simulation

because of its importance in improving patient safety and clinical training. According to Berndt

(2010), simulated clinical experiences positively affect critical thinking, competency levels, and

skill acquisition. Spectrum Health is committed to simulation as a way of providing training in a

safe non-threatening environment. Spectrum has demonstrated this with the investment in a new

simulation facility.

There are many costs associated with a simulation lab which include personnel costs,

equipment costs, space costs, and supply costs (Nehring & Lashley, 2010). The new simulation

lab is 2200 square feet and consists of three large simulation rooms which are all designed to

mimic a real hospital room, creating a very realistic hospital environment. The largest room is

also equipped with audio and video capabilities allowing the instructor to speak to the staff

during the simulation and also enabling the simulation scenarios to be recorded. Each simulation

room cost approximately $26,000 to construct ( Vickie Slot, personal communication, June 13,

2013). In addition, the simulation lab has a staging area where supplies are kept to set up a


variety of simulations. There is also a media booth with one-way glass where the high-fidelity

simulators are controlled allowing the simulation to be observed while not being a distraction.

The simulation rooms are not used only for high-fidelity simulation, but for task training with

low simulation mannequins as well. The final room is the debriefing room where the class can

meet once the scenario is completed. This room is equipped with a large monitor where the

simulation can be reviewed. "Participating in simulation provides the hands-on learning, but the

facilitated debriefing is where the cognitive processes that lead to long-term learning and

application occur" (Nehring & Lashley, 2010, p. 370). This new simulation lab has included all

of the necessary elements in providing an excellent learning experience for staff.

Preceptor

An experienced preceptor is able to identify a variety of learning opportunities for the

student in order to help them achieve their goals. Selection of a preceptor is therefore very

important, and is the key to a successful practicum experience. When choosing a preceptor, there

are certain characteristics they must possess. "A preceptor is an individual with demonstrated

competence in a specific area who serves as a teacher/coach, leader/influencer, facilitator,

evaluator, socialization agent, protector, and role model to develop and validate the

competencies of another individual" (Ulrich, 2012, p. 1). In addition to these characteristics it is

also important for the preceptor to be an expert in the selected content you wish to learn. Since

the focus of my practicum will take place in the simulation arena, it was important for me to

choose a preceptor with experience in simulation.

My preceptor for this practicum experience will be Vickie Slot MSN, RN. A copy of her

curriculum vitae can be found in Appendix B. Vickie attended Calvin College prior to attending

Grand Valley State University (GVSU), where she graduated with honors with her BSN degree.


She then returned to GVSU from 2003-2006 where she received her Master of Science in

nursing (MSN) with an education focus. Her experience in simulation is extensive. While in

graduate school her projects were directed toward simulated learning. Vickie was also

instrumental in the design, development, and implementation of the first high fidelity simulation

at Hope College, where she was director of nursing laboratories for five years. In addition,

Vickie was also certified in simulation instructional methods in 2001, and has attended several

simulation related conferences, classes, and workshops which keeps her current in the ever

changing world of simulation.

In addition to her experience in simulation, Vickie also has experience teaching. These

experiences include teaching introductory and advanced nursing skills classes at Hope College,

adjunct faculty at GVSU from 2001-2005 was also an instructor in the LPN program for

Olympia Career Training Institute. Currently, Vickie is a simulation nurse educator at Spectrum

Health. She has worked in this capacity since 2011. Her expertise in simulation allows her to

participate in strategic planning and development in simulation programming and curriculum.

Vickie also participates in simulation activities, and was instrumental in the design of the new

simulation facility at Spectrum Butterworth. She stated that over the last several months she has

felt more like a project manager than an educator as the move to the new facility takes place.

Vickie's teaching experience, in addition to her extensive knowledge in simulation, are a great

combination which makes her an excellent choice as my preceptor for this practicum experience

(see Appendices C and D for signed student/preceptor and student/agency agreements).

Goals and Objectives

Goals, as mentioned in our syllabus are a point of reference which guides us to the final

product. I have two goals for the clinical practicum in the Fall of 2013. After performing a self-


analysis with the ANA and NNSDO (2010) Scope and standards of practice for nursing

professional development as my guide, I have identified several standards which will serve as

areas of growth, and also as the focal point for my practicum experience. The first goal seeks to

address ANA Standard 4: Planning, Standard 5:Implementation, Standard 6: Evaluation, and

Standard 8: Education. . The second goal will be to address ANA Standard 7: Quality of

Nursing Professional Development. Within the practicum proposal planning guide (Appendix A)

are the specific objectives, activities and timelines, which will serve as a guide toward goal

attainment.

My first objective related to goal 1 attainment will be to seek out experiences to develop

knowledge and skills appropriate to the specialty role. In my case, this will include gaining

knowledge in the classroom environment, including both the traditional classroom and the

simulation environment. In order to meet this first objective my role as the student will be to

engage in a variety of activities. One activity which will be ongoing throughout the semester will

be to review scholarly literature and articles related to teaching and learning strategies, and apply

this to the educator role. "True educational success will most likely remain the connections from

teacher to learner and from learner to teacher that transcend generational differences" (Bradshaw

& Lowenstein, 2011, p. 83).

A second activity beginning in late August of the fall semester 2013 will be to attend a

variety of hospital core classes. These classes introduce those individuals who are new to the

organization, the philosophy and goals of the organization, in addition to policy, procedures, and

role expectations. I will also attend established simulation classes. These activities will allow me

to observe a number of different teaching styles and strategies that are employed by various

educators. My final activity, which will begin in early October will be to apply what I have


learned during my observation and begin teaching hospital core and simulation classes. This will

allow me to use evidenced-based teaching strategies to meet the learners' needs. By participating

in these activities, it will enable me to address ANA Standard 8: Education. Additionally, it will

begin my progression from novice to advanced beginner, according to Benner's stages of learner

development and skill acquisition.

A second objective related to goal 1 attainment involves a clinical project. This project

involves the creation of an educational activity for the nurse educators relating to the use of

simulation equipment. After discussions with my preceptor, she expressed the need for

"educating the educators" as it relates to the use of simulation equipment that is available in the

simulation lab. She mentioned that the educators simply do not understand all of the functions

and the variety of uses of the simulation equipment available at Spectrum Health. "Simulation

has a steep learning curve and can consume a considerable amount of the educators time" (Leigh

& Hurst, 2008, p. 3). Vickie discussed the possibility of developing an "event" where a selection

of simulation equipment is on display and I could teach its proper use and functions. One

strategy in the development of a simulation program is incorporating simulation education for

faculty (Campbell & Daley, 2009).

There are many aspects to developing an educational activity. The primary responsibility

of educators is to shape the learning experience and environment so it leads to growth (Wang,

2011). To address my objective of creating this learning activity my role will be to become

familiar with the simulation lab and the function of a variety of simulation equipment. This

activity will take place throughout the month of September and be completed by October 1,

2013. The remainder of activities will relate directly to the development of the educational

activity. Under the guidance of my preceptor I will develop a needs assessment tool prior


beginning the practicum experience. In addition to the educational needs known by Vickie, this

tool will enable me to identify additional learning needs which can be incorporated into the

learning activity. This will be completed by October 1, 2013. With the guidance and direction of

my preceptor, I will determine items to be included in this educational project. This will be

completed by October 20, 2013. implementation of the project will then be ongoing throughout

the remainder of the fall semester 2013. Finally, I will develop an evaluation tool to determine

learner comprehension, as well as the effectiveness of my presentation in meeting the objectives

outlined in the activity. The evaluation tool will be completed by October 20, 2013. The above

activities will enable me to meet ANA Standards which address planning, implementation and

evaluation.

The following objectives and activities will assist me in meeting ANA Standard 7:

Quality of Nursing Professional Development and Practice. According to the ANA the nursing

professional development specialist "uses creativity and innovation to improve the quality of the

learning experience" (ANA, 2010, p. 32). Innovation and the use of technology to facilitate a

quality learning experience are at the heart of simulation. Traditionally, the psychomotor,

cognitive, and affective domains of learning were taught separately. Simulation allows all three

areas to be experienced at the same time, which provides effective learning and retention of the

content which can be brought to the clinical environment (Ross, 2012). As Tanner's model is

applied in simulation, it can lead to the development of additional simulation activities which

strengthen these domains and reinforces clinical judgment.

The first objective is to evaluate the role of the simulation nurse educator related to

program management and development. I will begin by reviewing scholarly literature related to

simulation program management and ongoing program development. Establishing and


maintaining a simulation lab is a complex undertaking, which requires the educator to possess

research abilities, educational expertise, technical skill, simulation experience, and business

sense (Jeffries & Battin, 2012). By reviewing the literature I gain a better understanding of my

preceptors' role in program maintenance. An additional activity will be spending time with my

preceptor each week observing and participating in her duties within the simulation lab related to

equipment management, simulation scheduling, and project planning. My role in these activities

will be ongoing throughout the fall semester 2013.

The second objective is to engage in activities that emphasize the use of technology and

facilitate the quality of this learning experience. Activities I will participate in to meet this

objective include my attendance at nurse educator meetings, in addition to attending the project

planning sessions related to the development of simulation scenarios related to sepsis and

sedation. By attending these planning sessions I will be able to observe multidisciplinary

collaboration and my preceptors consulting role in action. The planning sessions will be ongoing

throughout the fall semester. A second activity will be attending a simulation event including

other local health care entities. This event is held quarterly and will be hosted in mid-September

by Spectrum Health. It will also serve as an open house for Spectrum Health's new simulation

lab.

My final activity will be to attend a simulation conference at Davenport University on

November 5, 2013. All of these activities will enable me to meet my objective of emphasizing

innovative use of technology to facilitate quality learning. Meeting these two objectives will

ultimately lead to growth in the area of ANA Standard 7: Quality of Nursing Professional

Development Practice.


Evaluation

"Evaluation of teaching and learning is a continuous process for both faculty and

students" (Billings & Halstead, 2009, p. 169). Two forms of evaluation include formative and

summative evaluation. Formative evaluation is done while the activity is taking place (Billings &

Halstead, 2009). This form of evaluation will be important as my preceptor and I meet

throughout the semester to evaluate my progress (Appendix E). If there are areas where

improvement is needed, it allows for necessary changes to occur prior to the end of the practicum

experience. Summative evaluation occurs at the end of the educational activity (Billings &

Halstead, 2009). This type of evaluation tool would be useful at the end of my educational

project within my practicum (Appendix F). The use of summative evaluation will allow for

revisions and improvements to be made in the educational project itself, in addition to providing

feedback on how I can improve my own teaching skills and strategies.

Conclusion

This practicum experience has been created in order to develop the skills essential to the

nursing professional development role. I have chosen simulation as the area to supply this

growth. This paper identifies the setting, preceptor, goals and objectives, activities, and

evaluation methods of this practicum experience. Using the framework within this proposal as

my guide, I am confident that I will successfully attain the goals set forth in this proposal.


References

American Nurses Association and National Nursing Staff Development Organization. (2010).

Scope and standards of practice for nursing professional development. Silver Springs,

MD: Nursebooks.org.

Berndt, J. (2010). The ethics of simulated nursing clinical experiences. Teaching and Learning in

Nursing, 5, 160-163. doi:10.1016/j.teln.2010.03.004

Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St

Louis, MO: Saunders Elsevier.

Bradshaw, M. J., & Lowenstein, A. J. (Eds.). (2011). Innovative teaching strategies in nursing

and related health professions (5th ed.). Sudbury, Massachusetts: Jones and Bartlett

Publishers.

Campbell, S. H., & Daley, K. M. (Eds.). (2009). Simulation scenarios for nurse educators. New

York, NY: Springer Publishing Company.

Dodge-Ackermann, A. (2009). Investigation of learning outcomes for the acquisition and

retention of CPR knowledge and skills learned with the use of high-fidelity simulation.

Clinical Simulation in Nursing, 5(6), 213-222. doi:10.1016/j.ecns.2009.05.002

Jeffries, P. R., & Battin, J. (2012). Developing successful health care education simulation

centers: The consortium model. New York, NY: Springer.

Leigh, G., & Hurst, H. (2008). Making the most of simulators. International Journal of Nursing

Education Scholarship, 5(1), 1-9. doi:10.2202/1548-923X.1561

Masters, K. (2012). Nursing theorists: A framework for professional practice. Sudbury, MA:

Jones & Bartlett Learning.

Nehring, W. M., & Lashley, F. R. (Eds.). (2010). High-fidelity patient simulation in nursing

education. Sudbury, MA: Jones and Bartlett Publishers.


Ross, J. G. (2012). . Simulation and psychomotor skill acquisition: a review of the literature,

8(9), 429-435. doi:10.1016/j.ecns.2011.04.004

Tanner, C. A. (2006, June). Thinking like a nurse: a research-based model of clinical judgment in

nursing. Journal of Nursing Education, 45(6), 204-211. Retrieved from

http://jxzy.smu.edu.cn/jkpg/UploadFiles/file/TF_0692810354_thinking%20like%20a

%20nurse.pdf

Ulrich, B. (Ed.). (2012). Mastering precepting: A nurse’s handbook for success ( ed.)

Indianapolis, IN: Sigma Theta Tau International

Wang, E. E. (2011, November). Simulation and adult learning. Disease a Month, 57, 664-678.

doi:10.1016/j.disamonth.2011.08.017

Appendix A


NURS 730 Practicum Proposal Planning Guide

Purpose Statement: The purpose of this practicum experience is to develop skills needed to be a successful educator in nursing professional development. I will seek to develop in the following areas addressed in the American Nurses Association and National Nursing Staff Development Organization. (2010). Scope and standards of practice for nursing professional development. Standard 4: Planning, Standard 5: Implementation, Standard 6: Evaluation, Standard 7: Quality of Nursing Professional Development, and Standard 8: Education

Goals Objectives Activities Timeline

Goal 1:

Develop the advanced specialty role of nursing professional development specialist from the American Nurses Association (ANA) Scope and Standards of Practice (2010). Standard 4, 5, 6 and 8

1.1:

Seek to develop knowledge and skills appropriate to the specialty role

1.2:

Create an educational

1.1:

a.) Review scholarly literature and articles related to the topic of simulation and apply it to the educator role.

b.) Attend a variety of core and simulation classes in order to observe different teaching styles

c.) Teach hospital core classes and simulation classes already developed at Spectrum Health

1.2:

a.) Become familiar

1.1

a.) Ongoing throughout the fall semester 2013.

b.) Beginning in late August through the end of September, 2013.

c.) Beginning in early October through the end of the semester.

1.2:

a.) To be completed


project for the hospital nurse educators on the use of simulation equipment

with the simulation lab and the function of a variety of simulation equipment

b.) Conduct a needs assessment with the nurse educators

c.) With the guidance of my preceptor, determine content to be included in my educational project

d.) Implement the educational activity with the direction and guidance provided by my preceptor

e.) Develop an evaluation tool to evaluate the effectiveness of my educational project

by October 1, 2013.

b.) To be completed by October 1, 2013

c.) To be completed by October 20, 2013

d.) Beginning October 20, 2013 through the end of the fall semester 2013.

e.) To be completed after each educational session


Goal 2:

Develop the advanced specialty role of nursing professional development specialist from the ANA Scope and Standards of Practice 2010. Standard 7.

2.1:

Evaluate the role of the simulation educator related to program management and development

2.2:

Engage in activities that emphasize the innovative use of technology and facilitate the quality of the learning experience

.

2.1:

a.) Review scholarly literature related to the nurse educators role in simulation programming

b.) Spend time with my preceptor each week observing and participating in her duties in the simulation lab related to equipment management, simulation scheduling and project planning

2.2:

a.) Attend nurse educator meetings and simulation project planning sessions related to sepsis and sedation scenarios

b.) Attend a simulation event hosted by Spectrum Health

2.1:

a.) Ongoing throughout the semester

b.) Ongoing throughout the semester

2.2:

a.) Ongoing throughout semester

b.) To be completed by September 30,


c.) Attend a simulation conference at Davenport University

2013

c) To be completed by November 15, 2013

Appendix B

Curriculum Vitae 2012


Vickie Slot MSN RN

Educator Simulation

Spectrum Health Hospitals

Office 106 • 221Michigan Street

Office 616.391.2676•Cell 616.901-1788

[email protected] or [email protected]

A variety of experiences in education, nursing, business, and volunteer activities has provided me with opportunities for team work, problem solving, and leadership. I am driven by personal standards of accountability and excellence.

Personal Profile

► 10 years experience promoting and using simulated learning for health care professionals

► 20 years of experience in a variety of hospital and academic settings

► 13 years experience in undergraduate nursing education, with a dual role in teaching

and management of clinical simulation laboratories

► Currently, a hospital system expert in simulation, collaborating in strategic planning and

development of simulation programs and curriculum

► Active in the Society for Simulation in Healthcare, serving with the management team of the

Technology and Standards Sub-committee and on the task force for standardized language

► A versatile simulationist- able to wear the educator, technician, or manager “hat”

► Value safe, experiential, and innovative learning methods

► Passionate about issues and trends impacting healthcare and education


Education

GVSU: Master of Science in Nursing Program, Education Track 2003-1/2006

All discretionary projects in graduate school were directed toward my interest in clinical learning laboratories, simulated learning, and the promotion of full body mannequin simulation.

- Proposed and completed a two credit, independent study, literature review on simulation

- Aimed leadership, management, and role effectiveness studies on a collaborative simulation change project with the Physician Assistant Program

Bachelor of Science in Nursing: Grand Valley State University

Graduated with Honors BS Major: Nursing

Pre Nursing: Calvin College

Dean’s List all semesters

Office/Simulation Skills

- Computer skills in PC and MAC platforms, using word processing, power point, basic video editing, spreadsheets, courseware, and limited database software

- Skills using audio-video equipment to enhance communication and education- Basic office equipment- Experience with Laerdal’s SimMan 3G, SimMan, ALS, VitalSim models, MegaCode

Kelly ; Gaumard’s Noelle birthing mannequin; and CAE ECS models. - Use and maintain task trainers including IV arms, Chester Chest, - Limited experience with VR skills trainers and haptic interface.

Career History


Simulation Educator: Spectrum Health Hospitals 4/2011-present

As a system expert in simulation, my role is to participate in strategic planning and development of simulation programming and curriculum, liaison to promote efficiencies, act as consultant on simulation processes and best practices, stay abreast of research and new developments in the field of simulation, participate in simulation activities, and assume leadership within the broader simulation community through participation in local, state and international simulation initiatives.

Director of Nursing Laboratories: Hope College Nursing Program 1/2006-4/2011

Dual role with both administrative and teaching responsibilities

►Administrative:

Manage nursing skills, research, and resource center laboratories

Responsibilities included but are not limited to the following:

- Manage laboratory budgets and inventories- Set up and maintain equipment- Liaison with other departments to support clean, safe, and functioning lab

environments- Oversee training and maintain records for BLS and OSHA requirements- Oversee/Train/Mentor 6-8 student lab assistants- Collaborate with faculty and department chair on purchases of A/V learning materials

►Teaching:

- Four credits Fall and Spring Term, 30 students per courseCourse Titles Nursing 222 and 242, Introductory and Advanced Nursing Skills

► Teaching Evaluations

- Course evaluation quantitative scores nearly always exceed 4 on a 5 (very effective)- Simulations session evaluations: Students rated fidelity of simulation, learning,

enjoyment of learning, transfer of learning to clinical, and confidence levels at 1 & 2 on a 5 point scale where 1 is strongly agree, among other variables measured


►Selected Accomplishments at Hope College:

- Coordinated search and purchase of simulation equipment and courses- Directed the design, development, implementation, and assessment of full body

simulation, the first use of “high-fidelity” simulation at Hope College- Faculty training on simulation use and development- Promotion of simulation through open house, interactive sessions with visitors and

students, as well as creation of a web video - Wrote and received several grants to support simulation technology, training, and

research- Created on-line course for annual faculty and student OSHA requirements- Improved efficiency and increased student practice and feedback on clinical skills by

developing new roles for student teaching assistants in the labs

Adjunct Faculty: Grand Valley State University, Kirkhof College of Nursing9/2001-12/2005

- Instrumental in planning, designing, and organizing new laboratory space at the Cook-Devos Center for Health Sciences Nursing Laboratories

- Initiated use of high fidelity simulators using SimMan in the advanced nursing skills course

- Developed interactive and engaging learning activities for students in a team environment with other faculty and the lab coordinator

- Created teaching files to support faculty needs by collecting and organizing a variety of materials

- Simulation Committee with Vice Provost, John Gracki, Grand Valley State University, 2006

Clinical Registered Nurse: Saint Mary’s Mercy Medical Center6/2004-1/2006

- Provided direct patient care in maternal/child health services.- Skilled in maternal and infant assessments, fetal monitoring, and breast feeding

assistance - Working 12 hour shifts grounded me in the roles of provider and manager of care and

updated me in changing equipment, policies, and procedures in a “live” clinical setting


Instructor LPN program: Olympia Career Training Institute (formerly GREC)7/1999-10/2001

- Acted as clinical instructor in maternal child health at Hackley and Holland Hospitals- Taught fundamental skills in the clinical laboratory - Other experiences included curriculum and test development.

Substitute Teacher: Kent Career Technical Center 9/1997-1999

- Worked in the Business Systems Technologies and Health Careers sections.- Taught nursing assistant skills in the classroom- Clinical rotation at the Veteran’s Facility

Adult Childbirth Instructor: Grand Valley Health Plan 10/1997-12/1999

- Taught adult preparation for childbirth classes

Staff Nurse: Blodgett Memorial Hospital1/1979-8/1988

- Labor and delivery unit

Co-Owner and Manager of Several Small Business Ventures

- Responsible for planning, inventory, and book keeping

Professional Growth in Simulated Learning and Technology

Certifications

-Improving Simulation Instructional Methods, March 22-24, 2011, Michael Gordon Center for Research in Medical Education, Miami, Fl.,


-Certified American Heart Association BLS instructor

-ACLS certified

Conference Attendance in Healthcare Simulation

- Faculty Development Symposium and 13th annual IMSH, Orlando, FL, January 25- 30, 2013.

- 11th annual International Nursing Simulation/ Learning Resource Centers

- Conference, San Antonio, Tx., June 20-23, 2012- 12th annual IMSH, San Diego, CA, January 26-Feb 1, 2012, - MODSIM World Conference and Expo, Virginia Beach, VA, October 11-13, 2011. - Safety Summit HPI, Amway Hotel, Grand Rapids, Mi, September 20-22, 2011 - METI Midwest HPSN regional conference, Owens CC, Perrysburg, OH, July

21,2011 - 11th IMSH 2011, January 21-26, Society for Simulation in Health Care, New Orleans,

LA.- Simulation User Network, Laerdal, Indianapolis, IN, October 25-27, 2010- 8th Annual Safar Symposium, Pittsburgh, PA, June, 2, 2010- 10th Annual IMSH, Phoenix, AZ, January 24-27, 2010- 9th Annual International Meeting for Simulation in Healthcare, Orlando, Fl, Jan 11-

14, 2009- HPSN Midwest Regional, METI Corporation, Rush University, Chicago, IL

December, 2008.- SUN User Network Conference, Laerdal Corporation, Indianapolis, IN October,

2007. - 7th Annual Meeting on Simulation in Healthcare, Orlando, FL, January 2007- Nursing Education on the Move: Technology, Creativity and Innovation. Biennial

North -American Learning Resource Center Conference, Philadelphia, PN, June 15-17, 2006

- Medical Education Technologies Inc. (METI) conference, Tampa, FL, Feb., 2005 - Assessing Competency Using Simulation, Michigan State University, Feb., 2005

Classes

- NLN Simulation Innovation Resource Center, 2011 Faculty Development Course 2010, Evaluating Simulations

- 4 credit Communications course (Media 251), Hope College, Spring 2008 Class focus: Expression of ideas using digital, visual media. Produced five

projects using a variety of audio-visual equipment and software including Final Cut Pro

- 2 credit independent study in Computer Science, Hope College, 2009, multi-media presentations, Microsoft software applications with a focus on PowerPoint, and web


design

Workshops

- 2 day faculty training session on SimMan3G, August 2010- Mini Internship, WISER, University of Pittsburgh, July 20 & 21, 2010- Python Mini-Program, June, 2010, Mellon Faculty Career Enhancement (FCE)

program- Basic and Advanced Disaster Life Support, Region 5 Bio-Defense Network, May

2010- One day training/install of SimMan 3G, May 2010- Two day training seminar on use of METI simulators both HPS and ECS, Tom

Doyle, GVSU, 2006

Professional Affiliations

► Sigma Theta Tau International, Honor Society of Nursing, Kappa Epsilon Chapter-At-Large

► Member International Nursing Association for Clinical Nursing Simulation and Learning

► Member Society for Simulation in Healthcare (SSH)

►Member of Management Team for Certification, Accreditation, Technology and Standards Committee (CATS), Society for Simulation in Healthcare, Subcommittee Technology and Standards

Publications and Presentations


► Workshop presentation, Using Simulation to Reach your Goal of Becoming a High Reliability Organization, High Reliability Training, Calvin College, Grand Rapids, MI, May 31, 2013

► Workshop presentation, Design OSCE: Vignettes in Simulation Facility Design, International Meeting Simulation Healthcare, January 2013, Orlando, FL.

► Podium Presentation, Development and Implementation of an Interprofessional Standardized Indwelling Urinary Catheter Insertion Checklist, 5th Annual West Michigan Interprofessional Education Initiative Conference, Meeting the Goals of Better Health, Better Care, Decreased Costs: The role of IPE & Collaborative Practice, Grand Rapids, MI, Sept. 2012.

► Panel Moderator, Key Elements of Designing an Interprofessional simulation: the WHO, the WHAT, and the HOW & Key Elements of Debriefing an Interprofessional simulation: the WHO, the WHAT, and the HOW, 5th Annual West Michigan Interprofessional Education Initiative Conference, Meeting the Goals of Better Health, Better Care, Decreased Costs: The role of IPE & Collaborative Practice, Grand Rapids, MI, Sept. 2012.

► Poster presentation, Repurposing Time in an Introductory Skills Course from Instructor Delivery

to Student Discovery, 11th Annual International Nursing Simulation/Learning Resource Centers

Conference, San Antonio, Tx., June 20-23, 2012

► Simulation series for nursing educators, Spring 2012, Spectrum Health, Grand Rapids, MI.

► Nellie Clement Guild Presentation, Simulation for Staff Nurses, Spectrum Health Butterworth campus, Grand Rapids, MI, April 9, 2012.

►Patient Care Leadership Council, Simulation at Spectrum Health, Yaw Auditorium, Spectrum Health Blodgett Hospital, Grand Rapids, MI, April 5, 2012.

► Speaker/facilitator for the Alliance for Health and West Michigan Nursing Advisory Council, Simulation: An initiative to bridge the gap in nursing education, Crowne Plaza Hotel, Grand Rapids, Mi. April 10th, 2012.


► Workshop facilitator, Fourth Annual West Michigan Interprofessional Education and Practice Conference, Anticipating healthcare reform: The central role of IPE and practice, Loosemore Auditorium, Grand Valley State University, January 5, 2012.

► Video production, Interprofessonal Simulation Workgroup, Faculty Lunch and Learn Series, Cook-DeVos Center for Health Sciences, Grand Valley State University, Grand Rapids, Mi, Fall, 2011.

► Workshop facilitator and expert panel member, Eastern Virginia Medical School Center for Simulation and Immersive Learning Workshop, MODSIM World Conference and Expo, Virginia Beach, VA, October 12, 2011.

► Workshop Co-Lead, Standards Process Training, International Meeting for Simulation in Healthcare, New Orleans, LA, January 22, 2011.

► Video presentation- 9th Annual International Meeting for Simulation in Healthcare, Contemporary Resort, Orlando, FL, January 12, 2009.

► Schoofs, N., Bosold, S., Slot, V., & Flentje, J. (2008). Nursing student employment: Impact on academic achievement. Nurse Educator, 33(2), 57-58.

► Speaking Presentation- Nursing in the 21st Century: Evidence Based Practice. Holland Hospital, April 10, 2006

Grants Received:

► Professional Development Grant for faculty training in simulation; Howard Hughes Medical Institute Program, Spring 2010

► Pedagogical Uses of Research Experiences (HHMI- PURE); Howard Hughes Medical Institute Fall, 2009

► Faculty Innovation Grant, Hope College; Technology development for videotaped debriefing, 2007

► Pew Faculty Teaching and Learning Center; Grand Valley State University; Teaching Development Grant; February, 2005

Volunteer Activities and Community Service

School (Creston-Mayfield School)


Provided leadership in organizational change by designing, developing, and motivating parents, teachers, and administrators to adopt new ideas for playground safety and improved technology. New programs included a parent playground supervision committee, a parent prayer group (Moms in Touch), and a school auction. Brainstorming and implementing the school auction was a very successful team project. The funds purchased the much needed new computer room and school playground equipment.

PTA Vice-president and President

Led executive committee meetings, oversaw sub-committee chairpersons, and hosted three parent meetings. Our budget ran at $43,000 which we dispersed for a variety of school projects.

Church

Taught Sunday school. Served as a substitute leader in the adult women’s study. Youth leader for 7th and 8th graders. Wrote and prepared curriculum for small group leaders.

Community

Involved in neighborhood fund-raisers for various foundations. Participated in committees at Grand Rapids Baptist Academy and Forest Hills Northern Schools researching the impact of charter schools. Acted as a tour guide for school groups at John Ball Zoo. Served on the Forest Hills Citizen’s Health Advisory Committee, reviewing and editing their reproductive health curriculum.

Professional Activities in Service:

- Management Team, Technology & Standards Subcommittee of CATS, SSH- Member Nursing Advisory Board; Delmar, Cengage Learning; 2009-2010- Consultant for Pocket Nurse on development of IV arm, 2009- Host guests and activities in the learning laboratories including Lil’ Science Club (ages

1st-5th grade), a youth mentoring group for at risk high school students (9-12th grades), and pre-professional day, Hope College, 2006-2008

Appendix C

Student/Preceptor Agreement


Agency name ___________Spectrum Health _________ Student name ___Joel Vedders____________

Student Telephone # ___(616) 406-6123_____________________

RN License # ___4704196674________________

Preceptor name ___Vickie_Slot__________________________

Preceptor’s Title __Simulation_Nurse_Educator_____________

Preceptor Telephone #__(616)391-2676_______________________

Preceptor [email protected] _______________

The following goal(s) and objectives will be completed by the student during this project/practicum.

Goal: To develop the nursing professional development role following standards from the American Nurses Association. (2010). Scope and standards of practice for nursing professional development. Standard 4: Planning, Standard 5: Implementation, Standard 6: Evaluation, Standard 7: Quality of Nursing Professional Development, and Standard 8: Education

Objectives:1.1: Seek to develop knowledge and skills appropriate to the specialty role1.2: Create an educational project for the hospital nurse educators on the use

of simulation equipment 2.1: Evaluate the role of the simulation educator related to program

management and development 2.2: Engage in activities that emphasize the innovative use of technology and

facilitate the quality of the learning experience

SIGNATURE VERIFYING AGREEMENT TO THE TERMS OF THIS PRECEPTOR CONTRACT:

Student _______________________ Date __________________

Preceptor______________________ Date ___________________

Appendix D

Student/Agency Agreement


Agency name ___________Spectrum Health _________ Student name ___Joel Vedders____________

Student Telephone # ___(616) 406-6123_____________________

RN License # ___4704196674________________

Agency Representative ___Keverne_Lehman_________________________

Agency Representative Title __Director_Professional_Nursing_Practice__________

Preceptor Telephone #__(616) 391-3658_______________________

Preceptor [email protected] _______________

The following goal(s) and objectives will be completed by the student during this project/practicum.

Goal: To develop the nursing professional development role following standards from the American Nurses Association. (2010). Scope and standards of practice for nursing professional development. Standard 4: Planning, Standard 5: Implementation, Standard 6: Evaluation, Standard 7: Quality of Nursing Professional Development, and Standard 8: Education

Objectives:1.1: Seek to develop knowledge and skills appropriate to the specialty role1.2: Create an educational project for the hospital nurse educators on the use of simulation equipment 2.1: Evaluate the role of the simulation educator related to program management and development 2.2: Engage in activities that emphasize the innovative use of technology and facilitate the quality of the learning experience

SIGNATURE VERIFYING AGREEMENT TO THE TERMS OF THIS CONTRACT:

Student _________________________________Date _____________

Agency Representative______________________________ Date ______________

Appendix E

Preceptor Evaluation Tool


Key: 1=Meets expectations 2=Partially meets expectations 3=Needs improvement

Please follow the above key and respond to each statement by circling a number.

ANA Standard 4: Planning

1. Created an educational activity for hospital nurse educators on the

use of simulation equipment. 1 2 3

2. Individualizes content to target audience. 1 2 3

3. Considers adult learning concepts when planning learning activity. 1 2 3

Preceptor comments:

ANA Standard 5: Implementation

1. Implements educational activity in a timely manner. 1 2 3

2. Coordinates resources in order to implement educational activity. 1 2 3

Preceptor comments:

ANA Standard 6: Evaluation

1. Creates evaluation tool to measure educational activity outcomes. 1 2 3

2. Involves learners in the evaluation process. 1 2 3

3. Uses self reflection to revise and improve teaching. 1 2 3

Preceptor comments:

ANA Standard 7: Quality of Nursing Professional Development Practice

1. Uses innovation to improve the learning experience. 1 2 3

2. Incorporates new knowledge into the nursing professional


development role. 1 2 3

3. Uses simulation to support the teaching/learning process. 1 2 3

Preceptor comments:

ANA Standard 8: Education

1. Acquires knowledge and skills appropriate to the specialty role. 1 2 3

2. Shows enthusiasm for teaching and learning. 1 2 3

3. Demonstrates effective communication skills with staff. 1 2 3

4. Seeks experiences to develop competence in the nursing

professional development role. 1 2 3

Preceptor comments:

Appendix F

Educational Activity Evaluation Tool

Key: 1=Strongly disagree 2= Disagree 3=Neutral 4=Agree 5=Strongly agree


Please follow the above key and respond to each statement by circling a number.

1. The instructor was knowledgeable about the material presented. 1 2 3 4 5

2. The instructor demonstrated effective communication skills. 1 2 3 4 5

3. The instructor implemented teaching strategies appropriate to meet

the needs of the staff. 1 2 3 4 5

4. The content was useful for familiarizing educators with simulation

equipment. 1 2 3 4 5

5. The content can be easily applied to practice. 1 2 3 4 5

6. The physical environment was conducive to learning. 1 2 3 4 5

Please provide comments below which you think would make this learning activity more

effective:

Appendix G

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