CON Undergraduate Simulation Hours: Difference between revisions
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<td>Revised: [[Special:PermanentLink/16406|December 2023]] ([[Special:Diff/14863/16406|changes]])<br />Revised: | <td>Revised: [[Special:PermanentLink/16406|December 2023]] ([[Special:Diff/14863/16406|changes]])<br />Revised: May 2025 ([[Special:Diff/16406/{{REVISIONID}}|changes]])</td> | ||
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<td colspan="2">Related Documents:<br /><div style="margin-left:3em; line-height:1.2;">Breymier, T. L, Rutherford-Hemming, T., Horsley, T. L., Atz, T. Smith, L. G., Badowski, D., & Connor, K. (2015). Substitution of clinical experience with simulation in prelicensure nursing programs: A national survey in the United States. Clinical simulation in Nursing, 11(11), 472-478. http://dx.doi.org/10.1016/j.ecns.2015.09.004<br /><br />INACSL Standards Committee (2016). INACSL standards of best practice: SimulationSM Simulation glossary. Clinical Simulation in Nursing, 12(S), S39-S47. http://dx.doi.org/10.1016/j.ecns.2016.09.012<br /><br />Palaganas, J. C., Maxworthy, J. C., Epps, C. A., & Mancini, M. E. (Eds.). (2015). Defining Excellence in Simulation Programs. Philadelphia, PA: Wolters Kluwer.</div></td> | <td colspan="2">Related Documents:<br /><div style="margin-left:3em; line-height:1.2;">[https://dhhs.ne.gov/licensure/Documents/SimulationInNursingEd.pdf Advisory opinion (2022)]<br /><br />Breymier, T. L, Rutherford-Hemming, T., Horsley, T. L., Atz, T. Smith, L. G., Badowski, D., & Connor, K. (2015). Substitution of clinical experience with simulation in prelicensure nursing programs: A national survey in the United States. Clinical simulation in Nursing, 11(11), 472-478. http://dx.doi.org/10.1016/j.ecns.2015.09.004<br /><br />INACSL Standards Committee (2016). INACSL standards of best practice: SimulationSM Simulation glossary. Clinical Simulation in Nursing, 12(S), S39-S47. http://dx.doi.org/10.1016/j.ecns.2016.09.012<br /><br />[https://dhhs.ne.gov/licensure/Pages/Nurse-Licensing-Regulations-and-Statutes.aspx Nurse licensing regulations and statutes page description. Nurse Licensing Regulations and Statutes, Title 172. Title 172, Chapter 97 (2021)]<br /><br />Palaganas, J. C., Maxworthy, J. C., Epps, C. A., & Mancini, M. E. (Eds.). (2015). Defining Excellence in Simulation Programs. Philadelphia, PA: Wolters Kluwer.</div></td> | ||
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==Purpose== | ==Purpose== | ||
<p style="margin-bottom:15px;max-width:70em !important;">Establishes the ratio of simulation hours to clinical clock hours. Provides simulation definitions.</p> | <p style="margin-bottom:15px;max-width:70em !important;">Establishes the ratio of simulation hours to clinical clock hours. Sets the standard for amount of simulation allowed in clinical courses. Provides simulation definitions.</p> | ||
==Scope== | |||
<p style="margin-bottom:15px;max-width:70em !important;">This policy applies to undergraduate students.</p> | <p style="margin-bottom:15px;max-width:70em !important;">This policy applies to undergraduate students.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">Undergraduate clinical hours for simulation are based upon the level of active engagement of students and the complexity of the learning experience. The ratio of simulation hours is one hour of simulation learning experience will count as up to | ==Policy== | ||
<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of | <p style="margin-bottom:15px;max-width:70em !important;">Undergraduate clinical hours for simulation are based upon the level of active engagement of students and the complexity of the learning experience. The ratio of simulation hours is one hour of simulation learning experience will count as one clinical clock hour. </p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">The CON will allow up to 50% of clinical hours for any one course to come from simulation activities.</p> | |||
<p style="margin-bottom:15px;max-width:70em !important;">The following are examples of learning activities that have both high levels of complexity and engagement:</p> | |||
<ol> | <ol> | ||
<li>High Fidelity healthcare simulation</li> | <li>High Fidelity healthcare simulation</li> | ||
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</ol> | </ol> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''The following definitions should be used to guide faculty decisions regarding simulation:'''</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''The following definitions should be used to guide faculty decisions regarding simulation:'''</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''Clinical:''' Pertaining to an actual or simulation-based experience related to the care of individuals, families, or groups in health care settings, which permits opportunities for application of KSA.</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''Clinical:''' Pertaining to an actual or simulation-based experience related to the care of individuals, families, or groups in health care settings, which permits opportunities for application of knowledge, skills, and abilities (KSA).</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''Simulation:''' an education strategy in which a particular set of conditions are created or replicated to resemble authentic situations that are possible in real life. Simulation can incorporate one or more modalities to promote, improve or validate a participant’s performance.</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''Simulation:''' an education strategy in which a particular set of conditions are created or replicated to resemble authentic situations that are possible in real life. Simulation can incorporate one or more modalities to promote, improve or validate a participant’s performance.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''Augmented Reality:''' A type of virtual reality in which synthetic stimuli are registered with and superimposed on real world objects, often used to make perceptible information otherwise imperceptible to human senses. An example of AR in healthcare simulation is the use of simulated equipment and a standardized patient.</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''Augmented Reality (AR):''' A type of virtual reality in which synthetic stimuli are registered with and superimposed on real world objects, often used to make perceptible information otherwise imperceptible to human senses. An example of AR in healthcare simulation is the use of simulated equipment and a standardized patient.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''Computer based simulation:''' Simulation activities performed via a computer program; a dynamic representation of a model, often involving some combination of executing code, control/display interface hardware and interfaces to real world equipment</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''Computer based simulation:''' Simulation activities performed via a computer program; a dynamic representation of a model, often involving some combination of executing code, control/display interface hardware and interfaces to real world equipment</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''High Fidelity healthcare simulation (high technology healthcare simulation or manikin-based simulation):''' The use of manikin simulators in a realistic setting. Use of simulation modalities or mechanisms to create a realistic patient model or healthcare situation.</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''High Fidelity healthcare simulation (high technology healthcare simulation or manikin-based simulation):''' The use of manikin simulators in a realistic setting. Use of simulation modalities or mechanisms to create a realistic patient model or healthcare situation.</p> | ||
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<p style="margin-bottom:15px;max-width:70em !important;">'''Mixed Simulation (multimodality simulation, mixed methods simulation Hybrid Simulation):''' The use of a variety of different types of simulation simultaneously as part procedure, spanning a range of technique ranging from individual skill training to group and multidisciplinary training.</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''Mixed Simulation (multimodality simulation, mixed methods simulation Hybrid Simulation):''' The use of a variety of different types of simulation simultaneously as part procedure, spanning a range of technique ranging from individual skill training to group and multidisciplinary training.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''Standardized patient (SP):''' Individuals who are trained to portray a patient with a specific condition in a realistic, standardized, and repeatable way. Used for teaching and assessment of learners included, but not limited to consultation, physical examination, and other clinical skills in simulations. Feedback can be provided by SPs for evaluation.</p> | <p style="margin-bottom:15px;max-width:70em !important;">'''Standardized patient (SP):''' Individuals who are trained to portray a patient with a specific condition in a realistic, standardized, and repeatable way. Used for teaching and assessment of learners included, but not limited to consultation, physical examination, and other clinical skills in simulations. Feedback can be provided by SPs for evaluation.</p> | ||
<p style="margin-bottom:15px;max-width:70em !important;">'''Virtual Reality:''' Virtual reality (VR) refers to a computer-generated, three-dimensional virtual environment that users can interact with, typically accessed via a computer that is capable of projecting 3D information via a display, which can be isolated screens or a wearable display, e.g., a head-mounted display (HMD), along with user identification sensors. VR can mainly be divided into two categories: non-immersive, and immersive</p> | |||
<ul> | |||
<p style="margin-bottom:15px;max-width:70em !important;"> | <li style="margin-bottom:10px;">Non-immersive VR utilizes a combination of screens surrounding the user to present | ||
< | virtual information. A typical example of this is driving or flight simulations in which the | ||
< | user sits in a chair with multiple screens around them, giving them the feeling of being in | ||
the cockpit or driver’s seat without being fully immersed.</li> | |||
<li>Immersive VR refers to using a wearable display, e.g., a head-mounted display (HMD) to | |||
track a user’s movement and present the VR information based on the position of users, | |||
which allows them to experience 360 degrees of the virtual environment”</li> | |||
</ul> | |||