Simulation to Develop Teaching Competencies in Health Professions Educators: A Scoping Review.

AIM: The aim of this study was to determine what is known about using simulation as an intervention to develop teaching competencies in health professions educators. BACKGROUND: No reviews are available that integrate the body of evidence about simulation to develop role competency in clinical educators. METHOD: Scoping review methodology was used to identify interventions that used simulation to develop teaching competencies for health professions educators. RESULTS: Thirteen articles met inclusion criteria. Simulation contexts were academic settings, either as a single activity or being embedded in larger curriculum. Backgrounds were tied to specific objectives related to faculty role expectations. Facilitator and educational strategies varied from loosely to highly structured. Outcomes were primarily posteducational self-assessments. CONCLUSION: Simulation to develop teaching competencies is a promising strategy and an important area of future research for nursing education.

Factors influencing decisions to admit family members with dementia to long-term care facilities.

With an aging global population and changes in family structure, there will be a need for increased formal and informal caregivers for family members with alzheimer's disease or other related dementias. Caregivers experience exhaustion, mental health issues, and competing demands; deciding to admit family members with dementia into long-term care compounds the stress. The article reports on factors that influence caregivers' decisions regarding institutionalizing their family members with dementia. Eighteen articles were included in this integrative review. Influential decision-making factors were: caregiver characteristics, care recipient characteristics, complexity of care, caregiver and family relationships, experiences with healthcare providers, financial challenges, and long-term care facility selection. Addressing these factors can provide a layer of support to caregivers and their families during the decision-making process.

Using Simulation to Facilitate Transition to the Nurse Educator Role: An Integrative Review.

BACKGROUND: Nurse clinicians transitioning to the educator role require competency development. Simulation methods may increase knowledge and skill development in nurse educators. PURPOSE: The purpose of this review was to examine what is known about using simulation to facilitate transition to the nurse educator role. METHODS: A literature search was completed including simulation methods at any level of fidelity with nurse educators as learners. RESULTS: Using Meleis' Transitions Theory, the outcomes of reviewed reports demonstrated properties of transitions, facilitators of transitions, and indicators of successful transitions to the nurse educator role. Transition outcomes related to mastery of the role were not evident in the reports. CONCLUSIONS: Simulation learning has the potential to support the nurse educator in role transition and development.