Appendix
Appendix A: Additional References/Resources for Nursing Faculty
The development of this simulation is based on the International Nursing Association for Clinical Simulation and Learning (INACSL, 2016a, 2016b) standards for designing simulation based learning as well as reflective practice for simulation-based learning (Alden & Durham, 2017). As such the simulation has been designed to encourage reflection at all stages of the simulation (e.g., before, during and after the simulation) and includes specific reflective questions and learning activities. Combining reflection before, in, on and beyond the simulation takes into consideration students’ previous knowledge, skills, attitudes, emotions and experiences when they come to the learning simulation. Using reflective practice can help students make sense of the experience (Alden & Durham, 2017; Schon, 1987). The table below illustrates how the simulation phases align with the various stages of reflection as described by Alden and Durham (2017).
| Simulation Phase | Reflection | Description |
| Pre-simulation phase (prior to the actual simulation scenario) | Reflection-before-action | When learners engage in structured activities and anticipation of the upcoming simulation.
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| Intra-simulation phase | Reflection-in-action | Occurs as learners engage in the simulation experience.
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| Debrief | Reflection-on-action | Time immediately following the simulation – debriefing with those who participated in the session.
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| Post-simulation | Reflection-on-action | Reflective activities beyond the immediate debriefing session. May include additional individual written or creative assignments to promote assimilation of knowledge, skills, and attitudes for future application in clinical situations.
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Note: the prebriefing phase occurs immediately before the simulation and in-between the pre-simulation and intra-simulation in which faculty provide instructions and set the stage for the simulation experience.
References
Alden, K. R., & Durham, C. F. (2017). Reflective practice in simulation-based learning. In S. Horton-Deutsch and G. Sherwood (Eds.). Reflective practice: Transforming education and improving outcomes (2nd ed., pp. 181-214). Sigma Theta Tau International.
Fetters, L, Wilson, K., Johns, E.F., Streetman, R., & Turkelson, C. (2023). Research Brief: Building team leader competency in senior nursing students. Nursing Education Perspectives, Jan 17. doi: 10.1097/01.NEP.0000000000001098
Hsieh, L., Chang, Y., & Yen, M. (2022). Improving Leadership Competence Among Undergraduate Nursing Students: Innovative Objectives Development, Implementation, and Evaluation. Nursing Education Perspectives, 43(10, 24-25. https://nursing.ceconnection.com/ovidfiles/00024776-202201000-00007.pdf
INACSL Standards Committee (2016a). INACSL standards of best practice: Simulation Simulation design. Clinical Simulation in Nursing, 12(S), S5-S12. http://dx.doi.org/10.1016/J.ecns.2016.09.005
INACSL Standards Committee (2016b). INACSL standards of best practice: Simulation Debriefing. Clinical Simulation in Nursing, 12(S), S21-S25. http://dx.doi.org/10.1016/j.ecns.2016.09.008
Jack, K., Bianchi, M., Costa, R.D.P., Grinberg, K., Harnett, G., Luiking, M., Nilsson, A., Scammell, J. (2022). Clinical leadership in nursing students: A concept analysis. Nurse Education Today, 108, 1-7. https://doi.org/10.1016/j.nedt.2021.105173.
Lal, M. & Maureen DNP, MSN. (2023). Why Shared Decision Making Matters. The Journal of Nursing Administration, 53, 299-300. https://doi.org/10.1097/NNA.0000000000001286
Schon, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
