Simulations, Inservices, Comparisons & Program Evaluations 

Being a novice educator, I strive to participate in learning opportunities and look forward to generating positive learning outcomes. These are a few examples.

There was a need identified within the PGY <2 cohort that the Rapid Sequence Induction procedure was an advanced skill that required teaching. A teaching activity was created which included; a pre brief, simulation and structured debrief. The de-brief followed the PEARLS framework which is endorsed by the INACSL. The simulation was conducted in an operating room with learning objectives, a confederate and a simulated patient. The simulation is evidence by the session plan, confederate brief and background audio to aid in simulating a busy operating suite. 

Simulation Program Evaluation. Artifact #2

Within the 21st Century pedagogy decision tree, assessing students is suggested by using timely & appropriate feedback, self & peer assessment as well as clear & transparent goals. With this in mind, my second artifact shows a program evaluation and student self-assessment of the teaching activity mentioned in artifact 1. The first picture shows a learners scoring on different facets of the delivered program. The leaner rated the program extremely well and also provided valuable feedback in improving the simulation. The second picture shows a pre and post simulation student self-assessment. Within my teaching, I emphasise strongly the importance of reflection. Incorporating reflection in our assessments we can see evidence of an improvement in both knowledge and confidence. I include this as my artifact because it makes me incredibly happy to have participated in a learners practice development. 

PACU Delay project. Artifact #3 
Presentation Link
The Delay project was an initiative organised by myself, colleges and my manager in attempting to catalogue the various delays in our PACU. Postoperative patients would sometimes wait hours for beds and reviews, which impacted their postoperative journey and deprived them of family contact. A small in-service was given to inform clinicians of the current climate of delays as well as the future project objectives. The above URL will provide evidence of the in-service. As this project is still ongoing, there is no evidence of program evaluation. There were however undocumented formative assessments of the teaching activity. This phenomenon in patient delay is widely experienced as evidenced by Jenkins (2007) & Tessler (1999).

Artifact # 4- A Script

It has been identified in the current 21st Century pedagogy that debriefing is essential in simulation and is currently lacking in practice. The International Nursing Association of Clinical Simulation (INASCL) promotes this argument by proposing de-briefing must follow a simulation based experience (INASCL 2016). Within the 21st Century pedagogy decision tree, I resonated with the branch "Encouraging reflection with- Self review".
I was introduced to the 'Promoting Excellence and Reflective Learning in Simulation' (PEARLS) framework during my time constructing a simulation within my workplace. The perioperative field presents opportunities to utilise simulation in our 21st Century pedagogy (Bashaw 2016). Though within simulation, there is a lack of appropriate reflection of practice (Dieckmann 2009). This framework allows for a blended approach to de-briefing (Eppich 2015).

The PEARLS framework incorporates three current educational strategies used for the 21st Century learner: 1) self-assessment of the learner, 2) providing information in the form of directive feedback/teaching and 3) facilitating focused discussions (Eppich 2015). This is done with the help of scripted language to help clinicians such as myself who are new to the educational and debriefing fields (Bajaj 2018). I find this framework to be exceptional due to its capacity in a variety of assessment and de-brief methods. It currently fills a void for educators learning to facilitate de-briefings in simulation based environments (Eppich 2015). With the use of this de-brief framework, I was commended on having a structured and very systematic approach to my de-brief sessions following a simulation for Rapid Sequence Induction. This was reflected in post simulation feedback and evidenced by the perceived learning of the subjects. This framework I feel is an excellent example of the self-review branch of the teaching tree.

Artifact #5- PREZI

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