Donna S. McDermott’s research while affiliated with University of Miami and other places

Background: In 2020,most student nurses training in hospitals were halted because of challenges to meet new organizational mandates. Instituting an academic practice partnership could benefit both hospitals and students to provide mandatory fit testing for students. Methods: Two hundred twenty-five student nurses were fit tested with an N95 mask using a quantitative method that guarantees 95% of particles are filtered. Results: All 225 students passed, 85% (192) were fitted with the standard 3M-1860 or 3M-1860s, 10%(22) were properly fitted for the Halyard 46727 or 46827, and 5%(11) with the 3M Aura 9210+. Discussion: Providing a fit test for 225 students in a short period of time is a daunting task for any organization. However , when resources are shared, tasks can be managed better and completed to satisfy both institutional needs. Conclusion: Students are valuable, and they can help hospitals meet patient needs during critical times such as in a pandemic.

Background Online, virtual, and distant simulation modalities were used emergently during the pandemic and continue to be used to support learners in meeting clinical outcomes. Little research has been conducted on how to prebrief specifically for these modalities. Method Best practices in simulation design and prebriefing were used to create this step-by-step guide for preparing students for multiple types of distant learning in a synchronous or asynchronous learning environment. Results The new Healthcare Simulation Standard of Best Practice™ Prebriefing: Preparation and Briefing was published for all simulation modalities without regard to one specific type such as virtual simulation. This prebriefing guide for online, virtual, and/or distant simulation experiences is cross referenced with the new HSSOBP™ to demonstrate how the standard can be used to support any modality. Conclusion The prebriefing guide for online, virtual, and/or distant simulation experiences demonstrates a practical application for use of this standard for these modalities. More research is indicated to augment the prebriefing evidence for distance simulation education.

Background Conducting simulations to address sensitive topics such as bias or racism in healthcare can be daunting or lead to unintended adverse consequences. The content and nature of the prebrief is critical to set the tone for a rich learning experience. Methods This method is based on the Theory of Cultural Humility, aligns with the Healthcare Simulation Standards of Best Practice™ Prebriefing: Preparation and Briefing, and may be used in conjunction with the method of Debriefing for Cultural Humility©. Results The method of Prebriefing for Cultural Humility© is described. Prebriefing for Cultural Humility entails use of the following:Ground Rules, Acknowledge, Safe Psychological Environment, and Define (GRASPED). Conclusion Prebriefing for Cultural Humility may assist educators and learners to embrace potentially uncomfortable dialogue to foster learning and appreciation for diversity and cultural humility.

Offering high-quality and purposeful simulation-based educational (SBE) activities to learners requires careful planning The aim of this abstract was to present the changes made to the Simulation Design Standard in comparison to its previously published version From 2019 to 2021, a group of simulation educators and researchers representing multiple specialities, simulation societies and geographic areas (the authors of this abstract) met regularly via a videoconferencing platform to review and revise the Simulation Design Standard based on their review of the latest literature and their individual experiences. The team identified several aspects that would benefit from being updated to make this key standard more explicit and applicable to all types of simulation modalities. Drafts of the standard were reviewed on multiple occasions by peer reviewers and the society’s leadership until the latest version was approved for publication. An updated version of the Simulation Design HSSOBPTM will soon be published by INACSL in the journal Criteria of the 2016 and 2021 HSSOBPTM for simulation design It is expected that the revised Simulation Design Standard of Best Practice will be welcomed by healthcare educators and simulation technology developers. It has been designed as a guide to help educators in all the key aspects of designing SBE activities, irrespective of the modality employed. It should ultimately benefit all learners but also promote the continuing professional development of the healthcare educator with an interest in SBE. It includes an updated list of useful references readers can consult to find additional information.

Background: The COVID-19 pandemic has disrupted the typical delivery of nursing education. Multifactorial issues related to the pandemic and clinical placements have forced nurse educators to employ innovative strategies for content delivery. Methods: This article is an accounting of a simulation team response to the move to all remote or virtual simulated learning experiences over a two-week period and lessons learned on how to move forward with simulated learning contingency plans. Results: Learning outcomes were achieved via the delivery of online commercial and faculty made experiences to simulate clinical practice. Simple and easy to use guides assisted both students and faculty for a positive experience. Conclusion: Creating a detailed formal contingency plan for emergencies is essential for nursing programs. Additionally, the pandemic highlighted the importance of continuing faculty development and education in online, virtual, and simulation pedagogy. Finally, it is recommended that schools of nursing implement formal policies for replacement of clinical hours with simulation.

Background Prebriefing research and evidence has been emerging over the past ten years; however, controversy has existed on how much information to provide to learners and on the best strategies to prepare learners. An adult learning and Benner's Novice to Expert Framework are used to support this work. Method The purpose of this article is to discuss the historical aspects of prebriefing research and study from its infancy to the current body of work. A prebriefing model of preparing students for simulation is described, as well as its development through simulation literature, research, and experience in facilitation practice. Results A three-phase prebriefing model was developed that includes planning, briefing, and facilitating. An active engaged preparation strategy called Know: Do: Teach is provided, as well as the background for how it was developed according to literature surveillance, research, and simulation practice and experience. Conclusion Prebriefing strategies may be one way to transition students from knowledge to the clinical thinking required for nursing practice. This model shows promise for the development of engaged student learning before simulation, as well as a guide for novice simulation educators to develop prebriefing activities.