Developing a Theory-Based Simulation Educator Resource

Developing a Theory-Based Simulation Educator Resource

This article is informative information concerning the National League of Nursing (NLN) and how the league organized a Leadership Development Program for Simulation Education. The group first analyzed Benner’s novice-to-expert model and applied its levels of experience to simulation education growth. The project was conducted to establish common operational categories of faculty development to enable the educators to utilize the resources in order to progress to expertise.   According to the article “Benner’s novice to expert model examines various levels of clinical experience and outlines the application of theory to practice in a progressive, leveled manner (Thomas, C.M., 2015).”  The development of simulation also influences progression in clinical experience.   “Benner’s qualitative research explains the transitions nurses make through five stages of development toward expertise to include: novice, advanced beginner, competent, proficient, and expert (Thomas, C. M., 2015).

The article depicts clinical and simulation educators use the same educational theories to support learning.  They found how to best implement theories in each of these areas improve with practice, mentoring, and reflection (Thomas, C. M., 2015).  The group reviewed literature and connected Benner’s narratives to the development of simulation practice, administration, and research with the Society for Simulation in Healthcare (SSH) competencies and standards of practice.  The analysis of the literature reviewed revealed nine content areas of importance for the simulation use: technology, scenario design, debriefing, teaching/learning strategies, curriculum integration, evaluation, realism, standardized patients, and simulation management (Thomas, C. M., 2015).   The nine content areas were applied to the simulation educator application of novice to expert at appropriate levels of knowledge, skills, and attitudes.  A tool (questionnaire) was created for the educator self-assessment of ability level, along the novice to expert in each of the nine areas.  Based on the answers, educators were directed to resources to plan for progression and improvement (Thomas, C. M., 2015).  To allow optimal progress, which improves educator’s progress to provide the most adequate education to the students.

Realistically it is challenging to transition from novice to expert nurse, and experience really influences progress to expertise.  Benner’s novice to expert theory transformed the way clinical knowledge is ascertained.  Influencing growth of critical thinking skills and decision-making in all sorts of situations with trial and error.  Simulation labs and Benner’s theory enabled new graduate nurses today to have more confidence, and to listen to their own nursing judgment; however, to also understand the stages to drive them to expertise.

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