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Evaluating the Utility of the Observer Role Clare Lamontagne MS, RN, CNE Donna Woshinsky MS, RN, CNE.

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Presentation on theme: "Evaluating the Utility of the Observer Role Clare Lamontagne MS, RN, CNE Donna Woshinsky MS, RN, CNE."— Presentation transcript:

1 Evaluating the Utility of the Observer Role Clare Lamontagne MS, RN, CNE Donna Woshinsky MS, RN, CNE

2 Simulation at STCC School of Nursing Used across the curriculum Used across the curriculum Once a semester: simulation days Once a semester: simulation days Reinforce key concepts of course Reinforce key concepts of course High risk/low frequency activities High risk/low frequency activities

3 Simulation at STCC School of Nursing: Challenges Large class Large class Space limitations Space limitations Time Time Simulation day experiences as alternative to clinical for one week/semester Simulation day experiences as alternative to clinical for one week/semester personnel personnel

4 Peer Review by Remote Observation Previous experience with self and peer evaluation in nursing program Previous experience with self and peer evaluation in nursing program Support from social learning theory (Bandura, 1977) Support from social learning theory (Bandura, 1977) Support from literature Support from literature Secomb(2008): peer teaching and learning increased student confidence and learning Secomb(2008): peer teaching and learning increased student confidence and learning Sittner (2009): used peer observers in an unfolding scenario Sittner (2009): used peer observers in an unfolding scenario Smith-Stone (2009): web broadcast of scenarios with observer input into debriefing via chat room Smith-Stone (2009): web broadcast of scenarios with observer input into debriefing via chat room

5 Peer Review by Remote Observation at STCC Scenario participants observed by peers via closed circuit television Scenario participants observed by peers via closed circuit television Observers participate in debriefing Observers participate in debriefing Roles reversed, new scenario used Roles reversed, new scenario used Observers use worksheet as framework for evaluation Observers use worksheet as framework for evaluation

6 Qualitative Study Students Students 43 surveys completed 43 surveys completed 36 usable surveys 36 usable surveys 7 did not answer the question asked7 did not answer the question asked Survey questions Survey questions Do you think that observing your peers in simulation and participating in the debriefing with them is a valuable learning experience?Do you think that observing your peers in simulation and participating in the debriefing with them is a valuable learning experience? 34 yes 34 yes 2 no 2 no Please explain your answer and cite specific examples.Please explain your answer and cite specific examples.

7 Themes Reflection on practice Reflection on practice Peers Peers Self Self Communication Communication Facilitators Facilitators Barriers Barriers Patient centered care and safety Patient centered care and safety Pain management Pain management Assessment skills Assessment skills Interventions Interventions

8 Faculty Survey Survey 5 surveys sent out 5 surveys sent out 5 surveys completed 5 surveys completed Survey questions Survey questions Do you think that students observing peers in simulation and participating in the debriefing with them is a valuable learning experience? Do you think that students observing peers in simulation and participating in the debriefing with them is a valuable learning experience? 5 yes 5 yes Please explain your answer and cite specific examples. Please explain your answer and cite specific examples.

9 Faculty Themes Themes Students learn from each other Students learn from each other Students use self reflection Students use self reflection Validation of students ability Validation of students ability Similarity of faculty and student evaluation of other students. Similarity of faculty and student evaluation of other students.

10 References Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J.: Prentice-Hall. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J.: Prentice-Hall. Bean, J. (2001). Engaging Ideas. San Francisco: Jossey-Bass. Bean, J. (2001). Engaging Ideas. San Francisco: Jossey-Bass. Paignon, A., Desrichard, O. & Bollon, T. (2004). Connectionist models of social learning: a case of learning by observing a simple task. Canadian Journal of Experimental Psychology, 58 (1), Retrieved May 2, 2010, from EBSCOhost database. Paignon, A., Desrichard, O. & Bollon, T. (2004). Connectionist models of social learning: a case of learning by observing a simple task. Canadian Journal of Experimental Psychology, 58 (1), Retrieved May 2, 2010, from EBSCOhost database. Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. [Electronic Version]. Journal of Clinical Nursing 17 (6), Secomb, J. (2008). A systematic review of peer teaching and learning in clinical education. [Electronic Version]. Journal of Clinical Nursing 17 (6), Sittner, B. (2009). Engaging students in simulation through virtual immersion. Poster presentation at the 2009 INASCL conference, St. Louis, Missouri. Sittner, B. (2009). Engaging students in simulation through virtual immersion. Poster presentation at the 2009 INASCL conference, St. Louis, Missouri. Smith-Stoner, M. (2009). Web-based broadcast of simulations: expanding access to learning. Nurse Educator 34 (6), Smith-Stoner, M. (2009). Web-based broadcast of simulations: expanding access to learning. Nurse Educator 34 (6),

11 Questions and Ideas


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