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10th Annual International Nursing Simulation/ Learning Resource Center Conference

June 15-18, 2011

Pre-ConferenCe WorkshoPs June 15, 2011

Located in the WALT DISNEY WORLD® Resort 1751 Hotel Plaza Boulevard | Lake Buena Vista, FL 32830 Phone 1-800-782-4414

Sponsored by: The International Nursing Association for Clinical Simulation and Learning (INACSL) UT Health Science Center at San Antonio School of Nursing Local Sponsors: Seminole State College of Florida Orlando Health

Photos courtesy of © DISNEY and Orlando/Orange County Convention & Visitors Bureau, Inc. ®

KEYNOTE SPEAKERS

Pam Jeffries, PhD, RN, FAAN, ANEF, Associate Dean of Academic Affairs, Johns

Hopkins School of Nursing, Baltimore, Maryland was the project director for the 3-year, multi-site National League for Nursing/Laerdal simulation research study in 2004-2006. Dr. Jeffries is currently the project director for the second NLN grant facilitating the development of nine Web-based modules for faculty development. Dr. Jeffries is an expert in simulation design, implementation, and evaluation, as well as the use of simulation in nursing education research.

Lisa Day, RN, PhD, has taught basic nursing in classroom and clinical settings in

the UCSF Master's Entry Program in Nursing. Most recently she has been involved as a consultant on two important projects related to nursing education: the RWJ-funded Quality and Safety Education in Nursing (QSEN) led by Linda Cronenwett and Gwen Sherwood, and the Carnegie Foundation for the Advancement of Teaching's National Study of Nursing Education led by Patricia Benner and Molly Sutphen. On the QSEN project Dr. Day contributed ideas specifically related to clinical teaching strategies in pre-licensure education. She was an invited participant in the 2008 National League for Nursing Think Tank on Transforming Clinical Nursing Education; as an invited speaker and consultant on the Helene Fuld Health Trust-funded project "Evaluating the Outcomes of Accelerated Nursing Education; She is one of the co-authors of the book, Educating Nurses: A Call for Radical Transformation reporting the results of the Carnegie study.

Kathie Lasater, EdD, RN, ANEF, is an associate professor of nursing and former Interim Statewide Director of Simulation Learning for the five campuses of the Oregon Health & Science (OHSU) University School of Nursing (SON). As an early nurse researcher exploring manikin-based simulation and its impact on students' development of clinical judgment, Dr. Lasater helped to shape the OHSU simulation program's focus on clinical judgment. She is currently the co-Principal Investigator in a National League for Nursing (NLN)-funded multisite study, examining the effect of a nursing exemplar on clinical judgment in simulation and the clinical practice setting. She is also the PI of a study examining factors that impact new graduates' transition to practice and serves as a consultant for the Quality and Safety Education for Nurses (QSEN) project, Phase III, co sponsored by the American Association of Colleges of Nursing (AACN) and the Robert Wood Johnson Foundation, and for several other grants. She was an invited participant of the 2010 NLN Think Tank on Simulation for High-Stakes Evaluation in Nursing Education and continues on the Advisory Council. Dr. Lasater was selected as a mentor in the 2010-11 Johnson & Johnson Faculty Leadership Mentorship and Jonas Foundation Mentorship Programs.

Whether it is high-fidelity simulation, psychomotor skill education, or evaluation of learner performance this conference offers it all. In the face of a major nursing shortage and funding challenges, the nursing simulation/ learning resource center plays a critical role in nursing education and practice. Join your nursing colleagues in healthcare education, research, lab management and staff development. Experience the magic of simulation and professional networking. Join us in Orlando for the 2011 conference and Magic of Simulation at this stimulating, exciting conference and participate in the leading forum for disseminating the latest information. This conference, for educators, researchers, managers, and staff development professionals provides the ideal environment to disseminate and gain current knowledge in the area of skills/simulation lab management and simulation enhanced education. Nurses and other healthcare professionals will have the opportunity to network with colleagues and exhibitors, discuss best practice research, address safety-related outcomes, explore competencies, and share challenges. The concurrent sessions will address key outcomes, student evaluations, use of new technologies and a host of additional hot topics. Participants will have the opportunity to attend sessions on current issues associated with simulation education, attend preconference training session(s) and converse at the poster reception. 2

CONFERENCE OBJECTIVES

PARTICIPANTS WILL HAVE OPPORTUNITIES TO: · Experience the newest innovations in the nursing simulation/learning resource center and re-visit some tried-and-true methodologies. · Determine new directions for simulation/learning resource centers. · Explore strategies to integrate technology into curriculum and practice. · Examine the challenges of managing nursing simulation/learning resource centers. · Network with colleagues and experts.

SIMULATION LAB TOUR

Seminole State College of Florida and Orlando Health are proud to be sponsors of INACSL's "Discover the Magic of Simulation" conference. One of the fastest-growing state or community colleges in the nation, Seminole State serves its diverse community with six sites. The $33 million Altamonte Springs Campus houses the College's extensive healthcare offerings, which include nursing, respiratory care and physical therapist assistant programs as well as health information management specialties. Seminole State's Nursing Program is renowned for its state-of-the-art health labs -- including a unique home-health apartment -- and for its use of sophisticated patient simulators to help students develop decision-making skills. Orlando Health is a 1,780-bed communitybased family of facilities dedicated to serving the needs of our region. Orlando Health is Central Florida's fifth largest employer with nearly 14,000 employees and more than 2,000 affiliated physicians. The system possesses the area's only Level One Trauma Centers for adults and pediatrics, specialty hospitals dedicated to children, women and babies and is a statutory teaching hospital system. The Education Department at Orlando Health has embedded simulation in 90% of all education offerings. Sessions are conducted in situ at our facilities to provide an opportunity for team members to participate in patient cases and scenarios to support the organization's quality care initiatives and to enhance communication and collaboration among its healthcare providers. We hope you enjoy your tour of our facilities!

TOUR OBJECTIVES:

· · · ·

Explore new strategies related to simulation. Discover the process of scheduling and planning simulation . Recognize the partnerships between academic institutions and members of the community. Identify how simulation can be integrated into the curriculum.

WHO SHOULD ATTEND?

This conference is planned for registered nurse managers, faculty and staff teaching nursing skills in Simulation/ Skill laboratories or hospitals. Sessions are planned for both the novice and advanced participant in the five tracks that focus on: Education, Clinical Practice, Simulation/Skills Lab Administration, Research and our newest track of Sim Wizard.

CONTINUING NURSING EDUCATION:

Pre-conference: This activity provides up to 3.0 contact hours for the AM or PM; earn up to 6.0 contact hrs if you attend the full day. Conference: This activity provides 15.5 Nursing Contact hours. The UTHSCSA School of Nursing is an approved provider of continuing nursing education by the Texas Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

Display of commercial products in conjunction with Nursing Continuing Education activities does not imply endorsement of the product/service by the American Nurses Credentialing Center (ANCC), Texas Nurses Association (TNA), The University of Texas Health Science Center at San Antonio (UTHSCSA) School of Nursing or the International Nursing Association for Clinical Simulation and Learning (INACSL).

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WEDNESDAY, JUNE 15, 2011

7:00 a.m. ­ 1:00 p.m. Pre-conference Registration Check-in/ Breakfast (provided for morning registrants)

1:00 p.m.-7:00 p.m. PRE-CONFERENCE

Conference Registration Check-In

Participants have the opportunity to select sessions in the morning and/or afternoon. Participants can attend half a day or the full day. Sessions are limited in size; confirmation will be based on availability at time of registration.

8:30 a.m. ­ 11:45 a.m. Morning Pre-Conference Concurrent Sessions Pre-con A (limited to 150 participants) Debriefing for Meaningful Learning©: A Reflective Strategy to Foster Clinical Reasoning Kristina Thomas Dreifuerst PhD, RN, ACNS-BC, CNE, Indiana University School of Nursing, Indianapolis, IN This interactive session will introduce attendees to Debriefing for Meaningful Learning© and the results of research using this debriefing method. Participants will have an opportunity to use the faculty and student materials to practice using this debriefing method. Ideas for using it with a variety of students and scenarios will be shared. Pre-con B (limited to 150 participants) Workshop on Methods for Assessing Teamwork in Simulation Daniel Raemer, PhD; Grace Ng, RN; Jenny Rudolph, PhD; Martin Zammert, MD; Robert Simon, EdD, Center for Medical Simulation, Cambridge, MA This session will use a teamwork game to allow participants to learn and practice various methods of assessment for team skills. A facilitated discussion of the advantages and disadvantages of the assessment methods will give participants a deeper understanding of this complex subject. Pre-con C (limited to 30 participants) Enter the Magical Kingdom of Pediatric Moulage...It's a Small World After All Dee Hacker, MSN, RN-BC; Margaret Hassler, MSN, RN, St. Louis Children's Hospital, St. Louis, MO; Tina Ahearn, BSN, RN, Goldfarb School of Nursing at Barnes-Jewish College, St. Louis, MO Health care professionals may find it challenging to re-create conditions such as, myelmeningocele, dog bites and scalding burns. Attendees of this interactive workshop will practice hands-on moulage techniques with special emphasis on newborn, infant and pediatric conditions, and injuries. The workshop will conclude with take-home ideas and recipes to be implemented into one's own practice. A bit imagination and magical powers will be cast on all who attend.

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1:00 p.m.­ 4:15 p.m.

Afternoon Pre-Conference Concurrent Sessions

Pre-con D (limited to 50 participants) Moulage and More: Tricks of the Trade Suzanne Brown, RN, PhD; Theresa Hoadley, RN, PhD, TNS, Saint Francis Medical Center College of Nursing; Sherrill Smith RN, PhD, CNL; Fran Kamp RN, MS, Georgia Baptist College of Nursing of Mercer University, Atlanta, GA Many nursing programs have implemented the use of high fidelity simulation (HFS) as an active teaching strategy aimed at improving educational outcomes. Research indicates that simulation does improve critical thinking skills and self-confidence in student nurses. However, certain concepts are not easily understood despite the use of manikins of varying fidelity. To enhance understanding and situational fidelity, a wide cadre of simulation techniques may be necessary. This presentation will focus on moulage techniques and use of unconventional strategies designed to simulate concepts and promote conceptual thinking. Pre-con E (limited to 150 participants) From Imagination To Realization: Simulation 101 Allen D. Hanberg, PhD, RN; Madeline Lassche, MSN, RN; Monte Roberts, MS, RN; Sue Chase-Cantarini, MS, RN; Melody Krahulec, MS, RN; University of Utah, College of Nursing, Salt Lake City, UT Imagine a world of your own creation, where time and space are under your command. A world where you can do anything, mistakes don't count, and the only limits are those of your own imagination. Simulation is a way to understand the world around us through creativity and imagination, a place that allows people to make mistakes so they make better decisions in the real world. In order to achieve this, a strong foundation of basic simulation methodology must be established to help overcome the limitations of our imaginations. This workshop will offer interactive activities that will enhance the novice educator's ability to suspend disbelief, engage the learner, and foster synthesis of core learning objectives. Participants will engage in activities that will strengthen their skills in facilitation, debriefing, and general scenario management. Pre-con F (limited to 150 participants) Meaningful use of Evaluation in Simulation Joyce P. Griffin-Sobel, PhD, RN, CNE, ANEF Acting Dean; Alexandra Tsybeskov, RN, MSN; Hunter College - Bellevue School of Nursing, New York, NY In this presentation, principles of developing research questions for simulation, including multidisciplinary scenarios will be discussed. Evaluation of outcomes will be the primary focus, and discussion of audience questions will be included. Pre-con G (limited to 150 participants) Introducing the OSCCRs!: The Oregon Simulation Clinical Competency Rating Scale (OSCCRs) Paula Gubrud-Howe EdD RN FAAN; Stephanie Sideras PhD, RN; Oregon Health & Science University School of Nursing Portland, OR The OSCCRs was inspired by the Oregon Consortium for Nursing Education (OCNE) competency basedcurriculum. The instrument measures 6 clinical competencies throughout a curriculum and is a means to measure developing attainment of clinical competency throughout a curriculum. Tanner's Clinical Judgment model frames the anchor competency and five additional critical clinical competencies are described with measurable criteria. This interactive workshop will introduce the OSCCRs and provides opportunity for scoring students using digital recordings of students in the simulation lab.

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CONFERENCE SCHEDULE

THURSDAY, JUNE 16, 2011

17:00 a.m. ­ 5:00 p.m. Conference Registration 7:00 a.m. ­ 8:00 a.m. Breakfast in Exhibit Hall

8:00 a.m. ­ 8.30 a.m.

WELCOME Kim Leighton, RN, PhD, CNE, President, International Nursing Association for Clinical Simulation and Learning (INACSL) E. Ann McGee Ed.D, MA, BA, President,Seminole State College of Florida Nancy Dinon, Vice President, Human Resources, Orlando Health KEYNOTE: State of the Nursing Science in Simulation: Review of Jeffries Simulation Pamela R. Jeffries PhD, RN, FAAN, ANEF, Associate Dean for Academic Affairs at the Johns Hopkins University School of Nursing, Baltimore, MD Many clinical simulations and their development and implementation have centered around Jeffries Simulation Framework (2003) that was developed over 8 years ago. For many, the Framework forms the chief theoretical framework used in nursing simulation education and theory to date. Meleis, a prominent theory researcher, suggests progress in a discipline is based upon a relationship between research, theory, clinical application, and education. Eight years after the conception of the framework, has enough research data accumulated around the concepts of the framework so that it can be tested as an educational theory? This plenary session will focus on explanation of the initial work to design the framework and the thoughts behind each of the five constructs: teacher, student educational practices, outcomes, and simulation design characteristics. This session will provide the background and context for the next steps needed in the evaluation and exploration of this simulation framework.

8:30 a.m. ­ 9:30 a.m.

9:30 a.m. ­ 10:30 a.m. Exhibit Hall Viewing & Refreshments

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10:30 a.m. ­ 11:30 a.m. Concurrent Session 1

Select One

1-A EDUCATION ADVANCED: RU SimReady Cynthia Cunningham, RN, MSN, Radford University, Clinical Simulation Centers, Radford, VA One of the challenges in simulation training is to develop an objective learning experience that can be replicated to students in a standardized manner. The Radford University Regional Simulation Centers have spent the past four years designing and validating a comprehensive approach to simulation training based on the nursing process, clinical reasoning skills, prioritizing patient care and improving student nurse confidence in skill performance. To minimize instructor bias and standardize the simulation experience the student driven approach to scenario programming was developed along with a standardized debriefing template. Each training component builds on the previous component providing the learner with the information needed to be successful in the simulation experience: Student preparation material, pre-simulation student survey, student driven high fidelity scenario, debriefing template, NCLEX type review questions and post-simulation student survey. ADVANCED: Promoting the Use of Simulation Technology in Florida Nurse Education Mary Elizabeth "Betsy" Guimond, MN, WHNP-BC; Mary Lou Sole, PhD, RN, FAAN; Mary Lou Brunell, MSN, RN; Florida Center for Nursing & University of Central Florida We will present an overview of the project and the data gathered through the recently completed 2010 Nursing Simulation Resources in Florida survey. The survey was developed to identify existing simulation resources and to obtain data about how simulation is used by education and industry. Data represent responses from 132 schools of nursing (licensed practical nursing [LPN], associate degree [ADN], and baccalaureate degree [BSN]) and 78 hospitals. 1-B LAB COORDINATION AND MANAGEMENT NOVICE: Organizing the Simulation Reservation Process Carol Okupniak, MSN, RN, CNS, Drexel University, College of Nursing & Health Professions, Philadelphia, PA This presentation will discuss the guidelines for creating a simulation reservation process that will organize all facets of the simulation experience BEFORE the scenario. The audience will be shown samples of PDF forms, and steps in making their own form. The important information needed to reserve, plan, and organize a human patient simulation will be included. NOVICE: Simulation and Lab Request Forms ­ Organizing and Forecasting Jami Monico, MS, Ed; Connie Miller, PhD, RN, UNMC College of Nursing, Nebraska Medical Center, Omaha, NE "I want to schedule a simulation and lab." How do you acquire lab and simulation details, such as supply lists, date(s) of use, space allocation, etc.? Find answers here! 1-C PRACTICE NOVICE: Face to Face with Palliative Care: A Volunteer Based Simulation to Expose Students to Hospice Palliative Care Nursing Barbara Remington, RN, BScN, Loyalist College Belleville, Ontario Canada This session will illustrate a simulation that involves student nurses assessing a palliative patient in a home setting. During this presentation the recruitment and education of the volunteers will be discussed as well as the design features of the simulation. Video clips will highlight the impact the standardized volunteer patients have on student learning. It is my goal that this session will encourage others to consider this approach when facilitating palliative care education for student nurses. ADVANCED: Academia and Practice Collaborate to Improve Confidence in End of Life Care Using Simulation Candice Hickman, MSN, RN; Valerie Grumme, MSN(c), BA, CCRN; Charlotte Ladd, RN, BSN, OCN Florida Atlantic University This presentation will showcase a collaboration between college faculty and hospital critical care unit management to develop an interactive, simulated learning experience for practicing registered nurses to improve competence and confidence in managing end of life situations specific to the critical care setting. The presentation will provide an overview of this innovative educational program, and will showcase the perceptions of the critical care nurses who participate. Additionally, the need for further research and educational opportunities to bridge the gap between academia and practice to realize caring, culturally competent end of life care in the clinical practice setting will be addressed.

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1-D RESEARCH ADVANCED: An Evaluation of Clinical Simulation in a Virtual World and its Impact on Practice ­ An Action Research Project Evelyn McElhinney, MSc, BSc, LPE, RN, FHEA, Glasgow Caledonian University, School of Health Cowcaddens Road, Glasgow, Scotland, United Kingdom This presentation will discuss the use of a 3D virtual world to carry out problem based learning scenarios for Nurse Practitioners. The findings from an action research project evaluating this teaching and learning strategy wil be shared as well as some top tips for using virtual worlds for teaching. ADVANCED: Second Life®: An Innovative Strategy For Teaching Inclusivity to Nursing Students Jone Tiffany DNP, RNC-OB, Bethel University, St. Paul, MN What would it be like to experience the world through the eyes of someone from a different cultural, ethnic, or socioeconomic background? What if nurses could learn about diversity and inclusivity while "role-playing" in a virtual world? This presentation will discuss a pilot study done with graduate nursing students, exploring the topic of inclusivity within a virtual world environment. This unique and interesting approach had some surprising results. 1-E SIM WIZARD ADVANCED: The Sorcerer's Apprentice: Tricks for the Technology Glitches Charles Simon- Simulation Technician; Janice Sarasnick RN, MSN, Robert Morris University, Moon Township, PA. What do you do when you have technical problems during a simulation? What are common technology problems? The session offers simple solutions for solving those tricky technology problems. 11:40 a.m. ­ 12:40 p.m. Concurrent Session 2 Select One

2-A EDUCATION NOVICE: Using a Service Learning Teaching Modality to Recruit Standardized Patients for Mental Health Nursing Simulations Shoni Davis, RN, DNSc; Becky Bunderson, RN, MS, School of Nursing, Boise State University, Boise, ID The purpose of this presentation is to discuss an innovative service learning partnership between Boise State University School of Nursing and the Department of Psychology with the goal of developing a pool of standardized patients to participate in mental health simulations for student nurses. As part of their service learning requirement, psychology students volunteer to authentically portray the roles of standardized patients so that nursing students can practice therapeutic communication, psychiatric assessment and apply behavioral health interventions in real life situations. The benefits to both the psychology and nursing students are that the life-like experience enriches their classroom learning. Overall, both nursing and psychology students take away a deeper sense of awareness, empathy and a caring attitude regarding mental health issues. NOVICE: Verbal Skirmish: Identifying How Effective Communication through High-fidelity Simulations Safely Deescalates Conflict Susan Hayden, PhD, RN; Joseph E. Farmer, MSN, RN; Jacqueline M. Lollar, DNP, RN; Janice Mendenhall, MSN, RN, University of South Alabama, College of Nursing Students in their Capstone course participate in a simulation experience that not only calls for assessing and treating a critical patient, but also dealing with stressed family members who are causing conflict at the bedside. The students deal with the conflict, while hopefully continuing to care for the patient. Depending on the students' response, the "actors" increase the conflict, or de-escalate. Debriefing after the activity allows for students to describe what they were feeling as they were participating and faculty assisting with evaluating their response and offering suggestions for more effective responses.

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2-B LAB COORDINATION AND MANAGEMENT ADVANCED: Shifting Faculty and Fiscal Resources to Allocate FTE for Simulation and Skills Lab Coordination and Management L. Villagomeza, PhD, RN; T. Bogopolskiy, MSN, ARNP; D. Renna, MSN, RN, CNE, College of Nursing and Health Sciences(CNHS), Florida International University(FIU), North Miami, FL The College of Nursing and Health Sciences at FIU has an accelerated nursing program for foreign-educated physicians (FEPs). Clinical teaching is provided mostly by adjunct faculties who [were] not fully integrated into the university; hence, [were] not prepared to conduct simulation activities independently. The problem was compounded by lack of faculty to coordinate and manage the SimLab. To solve the problem, shifting of faculty and fiscal resources was implemented in Fall 2010 to allocate a 0.50 faculty FTE (equivalent to 6-credits) to manage the SimLab. ADVANCED: The Business End of Simulation Ronnie Stout MBA, MSN; Alex Ramos BSN, University of Texas at El Paso, El Paso TX With the focus on the high fidelity manikins and video capturing many times the cost of daily operations is forgotten, or an afterthought. Free software management tools currently used and created in the UTEP center to determine what volume can be processed through the center in an efficient and cost effective manner will be discussed. In today's economy all businesses must ensure that productivity is maximized and every dollar is accounted for while still meeting the needs of the students. Come learn how this can be accomplished on an empty wallet. 2-C PRACTICE NOVICE: Closing the Gap: Simulation for Orientation of New Graduate Nurses Kirsten Christensen, RN, MSN, Memorial Health System, Colorado Springs, CO Health care systems depend on new graduate nurses as an integral part of the health care team. In many hospitals, orientation for the new nurses is as little as a few weeks; however, research shows that ample orientation is one of the keys to positive patient outcomes and retention of new nurses. Memorial Health System, of Colorado Springs, CO, has developed a successful simulation training program for new graduate nurses that supplements orientation to his/her nursing unit. NOVICE: Using the Magic of Simulation to Bridge the Gap of the New Graduate RN to Practicing RN LeAnn Schlamb, RN, MSN, Cincinnati VA Medical Center Cincinnati, OH The magic of simulation is used to bridge the gap of the new graduate RN to practicing RN. Simulation introduced as fun learning and free thinking creates a safe environment for the new graduate to transform into the new practicing RN. The simulation experience within the first two weeks of orientation enables the new RN to transfer critical thinking and skills to the application of patient care. The simulation experience provides the nurse educator and new RN the opportunity to assess additional learning needs during orientation. 2-D RESEARCH ADVANCED: Pre Simulation Strategies: Do they Increase Student Learning, Confidence, and/or Simulation Participation? Beverly J. Davis Bye, EdD, MS, FNP-BC, FNE-A, Towson University, Parkton, MD Simulation: How do educators really gain students' attention! In order to engage students in simulation, strategies must be integrated prior to the experiential learning. Once students are engaged in the simulation experience, then they can embed knowledge. Incorporating a variety of pre simulation strategies will be discussed in this presentation. ADVANCED: Perceptions and Experiences of Nursing Students' Learning in High-fidelity Simulation: An Ethnographic Study B. Nicole Harder, RN, MPA, PhD(c), University of Manitoba, Winnipeg, Manitoba, Canada This paper presents the results of an ethnographic study that looked at the perceptions and experiences of student learning in highfidelity simulation. The results of this study unveil possible factors that mediate the outcomes of high-fideilty simulation. Results: Learning from mistakes? How many is too many? What should the ensemble cast look like? What about the environment? Realism? These are just some of the discoveries that will be presented. 9

12:40 p.m. ­ 1:45 p.m. Lunch (provided) & Exhibit Hall Open

1:45 p.m. ­ 2:30 p.m.

HOT TOPICS

Select One

Hot Topic I ADVANCED: Hocus Pocus ­ Change the Focus: How to Maintain Academic Integrity in Simulation Stuart Pope, DNP, RN; Karol Renfroe, MSN, RN; Teresa Gore, DNP, FNP, Auburn University School of Nursing Maintaining academic integrity is a universal problem and can be especially difficult when implementing a scenario that must take place over several days due to group size and resource allocation. In spite of many efforts, incidences still arise where it is strongly suspected that information is being shared, thereby spoiling student's chances at the best possible learning opportunity. The presenters will discuss how to plan and implement an innovative approach to simulation, which will help to counter the effects of information sharing among students. Specifics of flexible scenario development will be discussed. Hot Topic II ADVANCED: Discover the "Magic" of Abstract Creation for Successful Acceptance: Wow your Abstract Was Accepted Now What? Patricia (Patty) Ravert, PhD, RN, CNE, ANEF, Associate Dean, Undergraduate Studies, Nursing Learning Center and Clinical, Brigham Young University College of Nursing, SLC, UT You have great ideas and projects to share with other. This session will provide pointers for creation of successful abstracts. Suggestions for successful podium and poster presentation will be discussed. Hot Topic III NOVICE/ADVANCED: Low Cost Solutions/ Homegrown Simulator Contest Margaret (Meg) Meccariello, MS, RN, St. Joseph's College of Nursing, Syracuse, NY For the fifth year in a row, skills educators will come together to share creative solutions to everyday problems in the skills/simulation lab. Come to pick up great hints from your colleagues or participate in the Fourth Annual Low-Cost Solution. New this year you may bring a DVD of less than 3 minutes to the session to help describe your submission. If you are able bring your self-made items or creative adaptations to currently made items, to the session. You will be asked to describe your item to the attendees at the session (two to three minutes). Judging will occur during the session and the top five homegrown simulators will be featured in INACSL's journal, Clinical Simulation in Nursing in the five fast fixes section. Hot Topic IV NOVICE/ADVANCED ­ Simulation Partnership Models: Academia and Service Working Together Jared Kutzin, DNP, MPH, RN, institute for Medical Simulation & Learning, New York City Health and Hospitals Corporation; KT Waxman, DNP, MBA, RN, CNL, California Institute for Nursing & Health Care; Carol Okupniak, MSN, RN, Drexel University, Philadelphia, PA; Amy Nichols EdD, RN CNS, Lucile Packard Children's Hospital at Stanford, CA; Allen Hanberg PhD RN, Simulation Learning Center Academic Advisor, Nursing, University of Utah; Mary Ann Shiinnick, PhD, ACNP-BC, CCNS, University of California at Los Angeles School of Nursing and Haru Okuda, MD, National Medical Director for the Veterans Health Administration (VHA) Simulation Learning Education and Research Network (SimLEARN) Program. In many institutions, simulation has developed in a piecemeal, siloed fashion. However, simulation can be the catalyst to bring together independent institutions or departments within a hospital or university. This panel will discuss innovative programs and networks that have been developed through the use of simulation and have brought together academic departments and service organizations to improve the quality of healthcare and education.

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2:40 p.m. ­ 3:40 p.m.

Concurrent Session 3

Select One

3-A EDUCATION ADVANCED: Traumatic Death: A Capstone Simulation Experience Patricia R. Keene, DNP, ACNP-BC, ACHPN; Donna S. Sachse, PhD, RN, PMHCNS; Connie K. Cupples, PhD, RN, Union University, Germantown, TN This simulation brings together concepts from Leadership, Community, and Adult Health II. The students are presented with a car crash resulting in a traumatic brain injury. In these simulations the students initially care for the patient with the focus of survival, but later they deal with brain death. Community resources are introduced that assist the students in the care of a patient at the end of life. ADVANCED: Senior Nursing Student Simulation Immersion Experience Teri Newsom, RN, ANP, Texas Woman's University Houston, TX Description of the development, challenges, and successes of a two hour elective nursing course in a traditional BS nursing program that was taught "at the bedside" in the simulation lab. The seven scenarios chosen for this course were care of the patient with: angina, respiratory distress, pneumonia, post-operative DVT, postoperative pain, DM/DKA, and AMS. 3-B LAB COORDINATION AND MANAGEMENT NOVICE: Educational Uses of Architectural Design in an Interactive Virtual Environment Amy Goodwin, RN, MSN, APRN-BC; Earl Purdue, AIA, LEED AP; Brian Russell, Assoc. AIA, University of West Georgia School of Nursing, Carrollton, GA The lead architect from Ayers Saint Gross and an assistant professor from the University of West Georgia School of Nursing will begin by outlining each stage in the design of an academic nursing building. The architect will explain how the major focus of the nursing school developed into a skills lab and simulation suite, and how these spaces are arranged to promote work flow and proximity of uses. The presenters will highlight some innovative nursing education ideas, made possible by using three-dimensional drawings already created by the architecture firm, that allow nursing simulation to become virtual through a gaming engine. Cursory use this virtual space to teach students some basic patient-care skills and allow them to participate in patient simulation without having to be physically present on campus will be demonstrated. NOVICE: Simulation Based Learning Environment (SimBLE) Architecture: Tailoring to the Budget Damian A. Henri, RA, LEED AP, Bostwick Design Partnership, Cleveland, OH Simulation centers come in all shapes, sizes, and styles - variety that is just as much a product of differing budgets as it is differing program goals. During this presentation, we will take a look at strategies for the architectural design of a Simulation Based Learning Environment (SimBLE) at different project budget scales. Attendees will achieve a basic understanding of architectural design process, types of simulation spaces, impacts of budget on project decision making, and economical solutions that optimize the use of available funding. 3-C PRACTICE ADVANCED: Advancing Clinical Preceptor Skills through the use of High Fidelity Human Simulation Marianne Adoryan, MS, MAEd, RN-BC, Sarasota Memorial Hospital, Sarasota FL This presentation will provide the participant an opportunity to visualize a program plan incorporating high fidelity human patient simulation into a Clinical Coach/Preceptor Workshop. We will review how simulation offers an opportunity for clinical coach/preceptors to practice moving from "show & tell" method of training new hires into a more watch and assist style. NOVICE: Enhancing Preceptor Skill Development using Simulation Strategies Jean Picconi, MSN, RN-BC, Dartmouth Hitchcock Medical Center, Lebanon, NH Since preceptors can make a huge impact on nursing recruitment and retention as well as nursing education and practice, adequate preparation for the preceptor role is paramount. This presentation will illustrate the strategy of using videotaped simulations to stimulate interactive classroom techniques, not only to teach precepting principles but to provide simultaneous opportunities to enhance preceptor skill development. Viewing scenarios of typical preceptee performance issues, difficult preceptee behaviors and disruptive team member encounters sets the stage for facilitator guided in-class role plays enacted by novice preceptor participants. Through application of educational content and techniques presented in class sessions, participant's role play preceptor, preceptee and team member responses and classmate colleagues subsequently debrief them on their performance.

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3-D RESEARCH ADVANCED: NLN Project to Explore Use of Simulation for High Stakes Assessment Mary Anne Rizzolo, EdD, RN, FAAN, ANEF, Consultant; Marilyn H. Oermann, PhD, RN, FAAN, ANEF, Professor & Chair of Adult and Geriatric Health, University of North Carolina, Chapel Hill; Pamela Jeffries, DNS, RN, FAAN, ANEF, Professor & Asso. Dean for Academic Affairs, Johns Hopkins U. School of Nursing, Baltimore, MD; Suzan Kardong-Edgren, PhD, RN, ANEF, Assistant Professor, Washington State University College of Nursing, Spokane, WA This 3-year project was designed by the National League for Nursing (NLN) to lay the groundwork for use of simulation for high stakes assessment in pre-licensure RN programs. This session will describe the process for simulation development, the evaluation plan, and strategy for field testing. Based on findings, recommendations will be made to the nursing education community regarding the use of simulation for high-stakes assessment in nursing education and areas for future research related to this practice. 3-E SIM WIZARD ADVANCED: Simulation is not just High-Tech Alone! Fran Kamp, RN, MSN, Georgia Baptist College of Nursing of Mercer University, Atlanta, GA If you joined us last year you were able to take away simulation strategies that you could immediately implement in your program using all levels of fidelity. As simulation becomes more widely accepted and integrated throughout the curriculum nurse educators must approach simulation in ways that are easily and inexpensively implemented. This has been a challenge given the limited number of faculty and the large number of students in the program (120-140 per class). Learning how to utilize multiple levels of fidelity to meet course outcomes is vital. New examples of easy and inexpensive stations will be provided so that once again participants can take away simulation strategies they can take with them and put into action. NOVICE: Using All Levels of Fidelity to Create Short Simulations to Promote Recognition of Acute Situations and Clinical Decision Making John G. Summerville RN MN, Georgia Baptist College of Nursing of Mercer University, GA Teaching students clinical decision making was the objective of a series of acute situation simulations. Ten minute simulations were used to allow students to experience 6 different acute situations that relate to failure to rescue in hospitals. Vital sims and high fidelity human patient simulators were used in these high level learning opportunities. 3:40 p.m. ­ 5:00 p.m. Exhibit Hall Viewing & Refreshments

5:00 p.m. ­ 7:00 p.m.

Poster Session with Authors Hors D'oeuvres sponsored by Laerdal

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FRIDAY, JUNE 17, 2011

7:30 a.m. ­ 8:30 a.m. 8:00 a.m. ­ 8:55 a.m. Breakfast served in Exhibit Hall International Nursing Association for Clinical Simulation and Learning (INACSL) General Meeting Members and nonmembers welcome!!!

9:00 a.m. ­ 10:00 a.m. KEYNOTE: Simulation Fidelity: Teaching for Clinical Imagination Lisa Day, PhD, RN, CNRN, Duke University School of Nursing Faculty, Durham, NC Discussions of clinical simulation tend to focus on the use of technology and props to achieve high fidelity. This talk will emphasize another perspective on simulation that uses low technology and few props to engage and develop students' and teachers' clinical imagination.

TOURS for Seminole State College of Florida and Orlando Health Nursing Simulation Laboratory

Provides 2.5 Nursing Contact hours. Each tour will accommodate 50 participants. Registration is taken on a

first come first serve basis. There are a total of three 3- hour tours. You are required to register for the tour if you wish to be included; please do not register for any sessions during the tour time. You will be notified in advance if you made a tour and of the time of your tour. You are welcome to attend any sessions while not on the tour. Buses will be provided for transportation. 9:00 ­ 12:00 p.m. Tour 1 Seminole State College of Florida and Orlando Health Nursing Simulation Laboratory 10:00 ­ 1:00 p.m. Tour 2 Seminole State College of Florida and Orlando Health Nursing Simulation Laboratory 11:00 ­ 2:00 p.m. Tour 3 Seminole State College of Florida and Orlando Health Nursing Simulation Laboratory

11:00 a.m. ­ 12:00 p.m. Concurrent Session 4

Select One

4-A EDUCATION NOVICE: Process and Outcomes of Implementation of a Web-based Integrated Medication Dosage Calculation Learning and Assessment Program (eDose) Patricia Ceri, RN MN; Marianna Marangoni-Zuege, RN BN; Pat Morgan, RN MSN, University of Calgary Accurate calculation for medication administration is a critical component of safe patient care. Teaching methods, student learning and evaluation methods all provide challenges for nursing faculty. The successes and challenges of the implementation process of a web-based medication dosage calculation program (eDose) in a Baccalaureate nursing program will be described in this presentation, including curriculum integration, faculty orientation, student orientation, and testing processes. Student performance outcomes comparing pre and post eDose implementation results will be described. NOVICE: Nursing's National Treasure: The Five (5) plus Five (5) Rights of Medication Administration Can you Dig It? Suzanne L. Bryant, RN, MS, Texas Christian University, TX Our clinical pearls are discovered and shared to include our Five(5) plus Five (5) Rights of medication administration. This includes the traditional: right patient, right medication, right dose, right route and right time. However, the additional five are stressed as equally important: right assessment, right to refuse, right teaching, right evaluation and right documentation. During the lecture, concepts related to medications are explored; such as mechanism of action, indications (patient specific), side effects versus adverse reactions, therapeutic outcomes, nursing assessment, interventions and evaluation. In the Pharm Lab, nursing students experience the faculty treasures; taking the concepts and applying them to the safety of administering the medications safely.

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4-B LAB COORDINATION AND MANAGEMENT NOVICE: Interprofessional Team Members' Roles and Responsibilities: Myth Busters Tammy Fleming ,RN, MSN, BC; Laura Opton , RN, MSN, CNE; Amanda Terry, RN, BSN, CCRN, Texas Tech University Health Sciences Center, Anita Thigpen Perry School of Nursing, Lubbock, TX Effective Collaboration, What Do we Really Know? Dispelling the Myths Among Health Disciplines ADVANCED: Collaborative Simulation: Undergraduate Health Care and Policing Programs Meet Meagan Lehman MA, RN; Colette Foisy-Doll RN, BScN; Const Shelby Cech, Grant MacEwan University, City Center Campus Robbins Health Learning Center, Edmonton, AB, Canada Nursing students and Edmonton Police Service (EPS) recruits collaborate on learning activities at MacEwan University Clinical Simulation Laboratories with unexpected benefits to both programs and students. Both nursing and policing have a long history of learning with simulation; however, combining the two professions in scenarios has exposed many differences between the EPS scenario-based learning and nursing simulation models. The benefits of these inter-professional learning events has augmented MacEwan's simulation capacity and scope of methodologies, while EPS trainers have increased formalization of their simulation frameworks and debriefing. Students of both programs have valuably shared communication strategies by expanding their interprofessional awareness. 4-C PRACTICE ADVANCED: As Seen on TV: Popular Media to Help Learners Discover the Magic of Simulation Tiffany Pendergrass, RN, BSN; Jennifer Manos, RN, BSN; Tom LeMaster, RN, MSN, Med,Cincinnati Children's Center for Simulation and Research, Cincinnati, OH How can you meet learning objectives while still entertaining learners, piquing their curiosity and getting them thinking about the topic at hand? Successful simulation sessions are dependent on engaged learners who participate fully and allow for suspension of disbelief. Setting the stage for learners as well as highlighting instructional principles throughout the course can help foster and maintain learner engagement. This interactive presentation will demonstrate popular media clips and explore ways to include them when covering patient safety topics such as teamwork, communication and compliance with institutional procedures. ADVANCED: It Takes More Than Magic: 1100 Safe Days and Counting Tom LeMaster, RN, MSN, Med; Tiffany Pendergrass, RN, BSN; Jennifer Manos, RN, BSN, Cincinnati Children's Center for Simulation and Research, Cincinnati, OH This presentation will describe a multidisciplinary simulation based patient safety program. Since the program was implemented in a large urban pediatric emergency department we were able to demonstrate significant and sustained improvements in knowledge of and attitudes toward communication and teamwork behaviors. Since the implementation of this program, the emergency department has not experienced a serious safety event in over 1100 days. 4-D RESEARCH NOVICE: Critical Assessment and Interventions for the Unresponsive Patient: Evaluation of the Introduction of a High-Fidelity Simulation Module into an Undergraduate Nursing Health Assessment Course Marian Luctkar-Flude, RN, MScN, PhD (student); Monica Larocque, RN, BNSc; Cheryl Pulling, RN, MSN; Jane Tyerman, RN, MScN, PhD (student); Barbara Wilson-Keates, RN, MS, PhD (student), Queen's University, School of Nursing, Kingston ON, Canada This presentation will describe the development and evaluation of a high-fidelity patient simulation learning module for undergraduate nursing students on the critical assessments and interventions for the unresponsive patient.

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NOVICE: Improving Clinical Outcomes, with the Use of Simulation Manikins David J. Dunham, DHEd, MS, RN, College of Nursing and Health Sciences, Hawaii Pacific University, Kaneohe Hawaii This presentation illustrates the development, implementation, and evaluation of a curriculum based on focused assessment of CHF using simulation manikins to enhance clinical competency of nursing students in our BSN program. This was accomplished by devising a method to allow the novice practitioner (student) to work through problems associated with actual clinical situations. 4-E SIM WIZARD NOVICE: Simulation Partnership: Nursing and Informatics Education ­ A Step toward Preeminence Jennifer Dwyer, MS, RN, BC, CNRN, FNP, BC, Clarian Health Partners, Indianapolis, IN On boarding new staff to the clinical and e-Documentation environment can be an overwhelming experience within the initial weeks of orientation in a healthcare system. Our institution sought to bridge the gap between the two environments through a simulation experience and to embark on a second level of evaluation using the Kilpatrick Model. The shared experiences of the educators from Informatics and from Clinical Education are highlighting a better appreciation of each other's roles and are learning more about simulation and e-documentation respectively. Our online evaluations and selfreports from the learner and unit leadership are providing positive feedback on our collective efforts to bridge the gap for our new staff. NOVICE: Simulation Lab and Information Technology Relationships Karen O'Brien, RN, PhD, ACNP-BC, Lake Jackson, TX This presentation will provide an overview of simulation lab organizational plans and the roles of key personnel, highlighting the function and potential for an informational technology department. A case of one nursing program located at Brazosport College and the relationship with the IT department will be discussed. Techniques for developing a strong relationship with the IT department will be provided. 12:00 p.m. ­ 1:00 p.m. Lunch with your Manikin: Learn to troubleshoot come enjoy lunch with representatives from your manikins' "creators" and fellow users. Bring your questions and find answers or share your best tip. Concurrent Session 5 Select One

1:00 p.m. ­ 2:00 p.m.

5-A EDUCATION NOVICE: The House of Horrors: A Not-so-Scary Introduction to Human Patient Simulation Alison B. Rudd, RN, MSN; Debra M. Swanzy, RN, MSN, University of South Alabama The "House of Horrors" at the University of South Alabama College of Nursing is NOT like it sounds. Designed to give beginner students a fun, non-threatening first-time experience in the simulation learning environment, the "House of Horrors" evaluates students' knowledge of basic Clinical Nursing Skills and Patient Safety in a "spooktacular" way! ADVANCED: Sit-com, Drama, or Soap Opera: Progression of Simulation Scenario Complexity Angela Willis RNC, MS; Lisette Barton, MSN ,RN, FNP-BC ,CNE; Aparna Shrivastava, MS, MBA, MEcom, CSC, University of Houston Victoria School of Nursing Situation comedies, dramas or soap operas are a great way to view the variations of complexity in simulation. Matching the level of complexity with the learning objectives is vital to success in simulation. This presentation offers examples of the use of progressing complexity from simple sit-com scenarios with the novice student, through increasing drama with the intermediate student to complex soap operas with the advance student.

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5-B LAB COORDINATION AND MANAGEMENT ADVANCED: Reliability of the French Translation of Instruments Designed to assess the Affective Learning Outcomes of Human Patient Simulation in Nursing Education Ivan L Simoneau, RN, PhD, Cégep de Sherbrooke, QC, Canada; Patrick Van Gele, RN, MS, Dean of Nursing Faculty, HECV Santé, Switzerland; Isabelle Ledoux, RN, MSN; Stéphane Lavoie, RN, PhD(c) Claude Paquette, RN, MSN, Cégep de Sherbrooke, QC, Canada Adamson and Fitzgerald (2010) reported that the relative lack of reliable and valid evaluation instruments for the measuring of learning outcomes and/or the effectiveness of human patient simulation as a teaching strategy may be inhibiting its adoption and progress in the field of nursing education. Kardong-Edgren, Adamson and Fitzgerald suggest that multiple uses and re-uses of these instruments in multiple regions by various nursing programs will help determine their reliability and validity in multiple settings and contribute to the progress of simulation science. No French-language instruments have been validated to provide educators with information about cognitive, psychomotor, and affective learning outcomes in clinical simulation settings. The objective of this presentation is to share the results of the process of translating and validating in French-language of the NLN/Laerdal study's affective learning outcomes evaluation tools for simulation (Simulation Design Scale, Educational Practice in Simulation Scale, Student Satisfaction with Learning Scale and Self-Confidence in Learning Using Simulation Scale). This presentation will also discuss the importance of increasing international collaboration and research in the field of clinical simulation. ADVANCED: A Novel Methodology for Assessing the Reliability of Simulation Evaluation Instruments Katie Anne Adamson, RN, MN, PhD(c), Washington State University College of Nursing, WA This presentation will provide participants with the knowledge and resources they need to employ a novel methodology for rapidly assessing the reliability of data from instruments used to evaluate student performance in human patient simulation (HPS) activities. The methodology utilizes three, professionallyproduced and validated vignettes that depict student nurses participating in standardized HPS activities. Participants may use these vignettes to gather evidence about the internal consistency and inter-rater, intra-rater (test re-test), and inter-instrument reliability of data produced using the simulation evaluation instruments. 5-C PRACTICE NOVICE: Using Simulation for Medical Emergency Team and Code Blue Training and Review Rita M. Wick RN, BSN, Berkshire Health Systems, Pittsfield, MA A pilot program at Berkshire Health Systems (BHS) was tested in the spring of 2010 which consisted of differentiating between Rapid Response and Code Blue criteria, team roles and responsibilities, and reviewing potential patient scenarios. The pilot was developed into a formal, regularly-scheduled program that now includes all members of the healthcare team. A blended format is utilized: instructor-facilitated group instruction, high-fidelity simulation, and video-based debriefing and discussion. This presentation will review the session objectives, participant guidelines, content, and debriefing and evaluation results. ADVANCED: Demystifying Codes: Simulation to Improve Code Response Outside of the ICU Jennifer Manos, RN, BSN, Tiffany Pendergrass, RN, BSN, Tom LeMaster, RN, MSN, Med, Cincinnati Children's Center for Simulation and Research, Cincinnati, OH Nurses in the acute care setting have the potential to face pre-code and code pediatric emergencies yet have historically had little practice and preparation for such events. Recognizing and responding to pediatric emergencies involves the integration of technical skill, critical thinking and clear communication. This presentation will discuss the development and implementation of simulation curriculums for patient safety and communication skill training within a large pediatric medical center. The development, implementation and evaluation of the courses will be presented, along with video examples of performances during simulated scenarios. 16

5-D RESEARCH ADVANCED: A National Survey of Simulation Prevalence and use as Clinical Replacement: Results from Phase I of the NCSBN Simulation Study Jennifer Hayden, MSN, RN, National Council of State Boards of Nursing, Chicago, IL As simulation technology is being increasingly utilized and expanding applications within nursing education, a thorough description of the current prevalence and practice of simulation use is needed. This presentation will discuss the results of a national survey of prelicensure nursing programs, conducted as Phase I of the National Simulation Study. The prevalence of high and medium fidelity simulation in nursing programs, the clinical courses in which simulation is most frequently used, how nursing faculty are prepared to use simulation technology, as well as the prevalence of replacing student clinical hours of providing care to patients with time spent in simulations will be discussed. Emerging trends will be identified and implications of these findings for educators and regulators will be presented. ADVANCED: Advancing Care Excellence for Seniors: Development of Unfolding Simulations Focusing on Intentional Encounters with Older Adults Cynthia Reese PhD, Lincolnland Community College, Springfield, Illinois; Jeanne Cleary BSN MA RN, Ridgewater College; Mary Cato MSN, Oregon Health & Science University, School of Nursing, Portland, OR; Teri Boese MSN, International University of Nursing/University of Medicine and Health Sciences This presentation presents four unfolding cases based on the ACES (Advancing Care Excellence for Seniors) framework. The ACES Framework guides the teaching of nursing students to provide competent, individualized and humanistic care to the older adult. The four unfolding cases have been developed with an emphasis on intentional encounters with older adults, focusing on individualized aging and recognition of the complexity inherent as they move thorough life transitions. The audience will be introduced to the four older adults upon whom each case is based and will learn how to access the unfolding cases and associated faculty resources available for their own use. 5-E SIM WIZARD ADVANCED: Gaming for Nursing: A New Way to Simulate Judy L. LeFlore, PhD, RN, NNP-BC, CPNP-PC&AC, ANEF; Mindi Anderson, PhD, RN, CPNP-PC, ANEF, The University of Texas at Arlington College of Nursing, TX This presentation will introduce a new type of simulation emerging for nursing, i.e., use of game-based simulations. The 3-D immersive of quality of video game technology characterizes game-based simulation and compliments other forms of simulation. Virtual games and modular interactive that can augment learning will be demonstrated and research supporting this approach to education will be presented. Advantages and disadvantages of this type of simulation will be discussed. NOVICE: Preparing Learners for Future Experiences using Game-Based Learning David Thompson BScn MN RN; Eric Bauman PhD RN; Nicole Ranger; Sue Berry, DipPT; BA; MCE, Northern Ontario School of Medicine; University of Wisconsin School of Medicine & Public Health Through active participation and group discussion, participants will gain an understanding of how to create and apply game-based learning to prepare learners for future simulation and clinical practice experiences such as interprofessional collaboration. This presentation will be of interest to educators working with pre- and post-licensure learners, educators charged with orientating and supporting new clinical educators, educators working in simulation environments, and educational administrators.

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2:10 p.m. ­ 3:10 p.m.

Concurrent Session 6

Select One

6-A EDUCATION ADVANCED: Labor and Delivery Simulation as an Adjunct to Enhance the Students' Clinical Experience Catharine Duggan, RN, MSN, Del Mar College Corpus Christi, TX Strategies implemented in an ADN program to provide an enriched experience for students prior to attending a clinical day in a specialty area where access has been increasingly limited will be presented. The presentation will provide a framework for implementing a clinical simulation immersion experience into the OB specialty area. An overview of the simulation set-up, objectives, script and debriefing guidelines will be provided. ADVANCED: Using the Senses: Building Reproducible Complex Simulation Environments that Mimic Real World Nursing Experiences Lisette Barton, MSN, RN, FNP-BC, CNE; Aparna Shrivastava, MS, MBA, MEcom, CSC; Angela Willis, RNC, MS, University of Houston, Sugarland, TX The design of a pediatric emergency room simulation with the philosophy that senior nursing students need to experience real world nursing situations to practice their skills, will be described along with audio visual clips taken from the actual simulation experiences. Careful attention will be given to describing the creation of a simulation environment that provides stimulus to the student's senses of sight, sound, touch, and smell in order to better replicate the actual adrenaline producing effect of nursing in emergency situation. 6-B LAB COORDINATION AND MANAGEMENT NOVICE: Growing your Skills Performance Laboratory beyond Constraints of Budget and Space Lita Burns, PhD, MSN; Roy Ramsey, EdD, Med, North Idaho College, Coeur d'Alene, ID This presentation provides an organizational model for extending the boundaries of the skills laboratory through cooperative ventures with industry leaders and technology. Where space, support, and equipment may be limited, this model illustrates how these types of constraints can be overcome by establishing a new framework through innovative approaches that result in consistent student access, motivation, and high-quality performance outcomes. NOVICE: Growing a Sim lab for Student Engagement Penni Watts, MSN, RN, University of Alabama at Birmingham, Birmingham, AL In our simulation and skills lab, we are experiencing severe growing pains as we work to manage the pace, expectations, and needs throughout curriculums of schools of nursing as well as health professions. Growing from a small underutilized skills lab to an energetic, overflowing simulation and skills lab has proven to be a rewarding yet challenging endeavor. Managing the growth and explosion of activity in the lab is challenging yet rewarding. Techniques useful for planning and managing labs, such as: electronic calendar, whiteboard, student tracking databases, and how to manage graduate teaching assistant staff will be discussed. 6-C PRACTICE NOVICE: Interprofessional Simulation Begins with Interprofessional Collaboration Martha Conrad RN, MSN, CNS; Diane Brown RN, MSN, CCRN; Connie Chronister RN, MSN, CCRN; Kelli Chronister MS, RRT; Rami Ahmed, DO, University of Akron, College of Nursing, Akron, Ohio Collaboration is key to the implementation of an interprofessional simulation. This presentation will overview collaboration methods used to identify leaders, design simulation activity and implement a pilot simulation project for undergraduate students of nursing medicine and respiratory therapy. Outcomes, challenges and opportunities will be discussed. 18

ADVANCED: When Simulations Go Bad: The Perils and Pitfalls of Multidisciplinary Jill Stefaniak, MTD, PHR; Carman Turkelson MSN, RN, CCRN; James Robbins, MD, Beaumont Hospitals-Royal Oak Michigan Designing and implementing effective learner-centered multidisciplinary simulation experiences is both rewarding and challenging. During the simulation experiences, learners were provided with opportunities to respond to changes in the patient's condition within the context of a multidisciplinary team, creating a more realistic clinical environment to facilitate the development of leadership, communication and collaboration skills. Common challenges include heightened anxiety on the part of the participants, increased scheduling difficulties, the emergence of hidden agendas in training, and increased confusion over role clarity. This presentation highlights lessons learned from our simulation center in designing and implementing a variety of multidisciplinary simulated learning experiences within our acute care facility. 6-D RESEARCH NOVICE: Quality Indicators for the Design and Implementation of Simulation Experiences Carol Arthur, BN, Dip Applied Sc, RN, ICU Cert, post graduate Masters Philosophy (Nursing) research student; Tracy Levett-Jones, PhD, RN, MEd & Work, BN, DipAppSc; Dr Ashley Kable, RN, Dip Teach Nurse Ed, G Dip Health Serv Man, PhD, MRCNA, School of Nursing and Midwifery, the University of Newcastle, Callaghan, Australia While a considerable amount of research has been undertaken to evaluate the educational outcomes of simulation for undergraduate nursing students, limited research is available identifying the principles and practices that indicate quality design and implementation of simulation in nursing curricula. This presentation will outline a Delphi study undertaken in Australia, which sought the opinion of Australian and international experts in simulation in order to identify key indicators of quality simulation experiences. A resource has been developed to assist nurse educators to integrate simulation into their programs. ADVANCED: Comparison of a Two year High Fidelity Pediatric Nursing Simulation Program Patrice A. Hood, DNP, ANP-BC, FNP-BC; Dr. Maureen P. Cardoza, PhD, RN, New York Institute of Technology, NY A pediatric simulation course was developed for a baccalaureate nursing program. The program was a granted program from NYIT. This presentation will discuss the programs two year comparison of students, lessons learned, program goals and outcomes. Quantitative and qualitative data will be shared with the participants. 6-E SIM WIZARD NOVICE: The Magic of Cost Effective Electronic Documentation Maurice Egnor RN, MSN; Priscilla Parker RN, MSN, Delaware Technical & Community College, Newark, DE This program is designed for nursing programs with limited budgets. This program is designed as an in house electronic documentation program. This program is a user friendly introduction to computerized documentation for nursing students that uses the Blackboard learning system with institution generated forms. ADVANCED: Using an Electronic Health Record in an Introduction to Professional Nursing Course Mary Pat Ulicny, RN, MS; Shumate, RN, MSN, CCRN-CMC; Rebecca Wiseman, PhD, RN; University of Maryland School of Nursing at Universities at Shady Grove, Rockville, MD This presentation would discuss findings from the faculty needs assessment related to the implementation of an academic electronic health record into undergraduate courses and strategies to assist and guide faculty during development, implementation and evaluations phases. The targeted courses for this discussion are Nursing Fundamentals, Health Assessment, and Adult Health Nursing. Examples of how the academic health record was integrated into these courses and the clinical simulation lab will be discussed.

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3:10 p.m. ­ 4:10 p.m.

Poster Session with Authors Refreshments Served

Special Event $90/TICKET: Friday evening join us for an evening of Unexpected Encounters and Unbelievable Events! We begin with an air-conditioned bus ride from the host hotel to Sea World where you will join other participants for a relaxing social gathering and dinner. You will then have time to wander the park and at the end of the evening as you exit SeaWorld for the bus to return to the hotel, experience the fireworks that light up the sky completing a perfect evening of fun and excitement only at SeaWorld!

Photo courtesy of SeaWorld

Reserve tickets today for this event! Go online to register & pay for the tickets https://www.surveymonkey.com/s/SEAWORLDTICKETS Payment must be made by check or credit card. Price is $90/ticket (includes bus ride to and from park, dinner at Sea World, admission to park after dinner). Bus will depart Hilton Hotel at 5:00 PM and will arrive back at the hotel around 10:30 PM Tickets are non-refundable and non-transferable.

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SATURDAY, JUNE 18 2011

7:00 a.m. ­ 8:00 a.m. 8:00 a.m. ­ 9:00 a.m. Breakfast served Room will be available to store your luggage Concurrent Session 7 Select One

7-A EDUCATION NOVICE: Writing and Conducting Progressive Simulation Scenarios for Vocational Nursing Students Korbi Berryhill, RN, MSN, CRRN; Tara Strawn, RN, South Plains College at Reese, Lubbock, TX Designed to help vocational nursing students see the progressive nature of cardiovascular disease, a series of 10 scenarios was developed that directed students through the beginning stages of coronary artery disease (CAD), atherosclerotic heart disease through coronary bypass grafts to congestive heart failure and pulmonary edema. ADVANCED: A Simulated Clinical Day for Practical Nursing Students Naomi Rivera, MSN, RN; Marge Thompson PhD, RN, Seminole State College of Florida, Altamonte Springs, FL The purpose of the presentation is to demonstrate the use of simulation to create a real clinical day for practical nursing students, designed to foster critical thinking skills as they complete care for a team of simulated patients. Simulation provides for a safe teaching and learning environment that builds student confidence and is free of consequences for errors. At the end of the presentation the participants will be able to: Value the use of simulation to foster critical thinking in the practical nursing students. Identify ways in which curriculum threads can be used to design a simulated clinical day. 7-B LAB COORDINATION AND MANAGEMENT NOVICE: Training Standardized/Simulated Patients to Deliver Oral Structured Feedback Carine Layat Burn, PhD; Gaudin Corinne. Master in Physiotherapy, University of Applied Sciences, Health section, Lausanne, HECVSanté, Unité d'innovation pédagogique, Lausanne This presentation provides a description of how we use simulated/standardized patients in our institution and how to train them. ADVANCED: Train the Trainers: Using the Hands on Approach to Transition Nurse Educators into Simulation Experts Aparna Shrivastava, MS, MBA, MEcom, BE, CSC; Angela Willis, RNC, MS; Lisette Barton, MSN, RN, FNP-BC, CNE, University of Houston Victoria School of Nursing, TX Training the Nurse educators in simulation is a critical component of quality assurance in delivering clinical education. This presentation highlights the training workshop model with different modules which cover different aspects of simulation training and was designed to focus trainers with a variety of learning experiences in several domains including cognitive, psychomotor and affective. 7-C PRACTICE NOVICE: Development of A Regional Nursing Education Program for Hospital Based Nurses Using Simulation Denise L Garee RN, MSN, CEN, Coastal Carolinas Health Alliance, Wilmington, NC In order to develop a regional program you must first determine what everyone wants. This presentation will discuss survey results from Education and Management staff, as well as bedside care givers. The presenter will offer steps to include in the process of developing a regional education program for hospital based nursing that includes scheduling, curriculum and logistical issues. Program evaluations and lessons learned will be shared as time permits. 21

ADVANCED: Rolling Out a National Simulation Curriculum: Challenges and Opportunities Lygia Lee Arcaro, MSN, MHA, RN, BC, SimLEARN National Center/Dept of Veterans Affairs, Winter park. FL The Veterans Health Administration (VHA) is one of the largest employers of nurses in the country, and their care impacts Veterans living in and out of the continental United States. When identifying and developing topics for a national simulation curriculum, key questions must be asked of the primary stakeholders. This presentation will review how a large organization reviews such options and arrives at a decision to advance topics that elevate to national curriculum status. 7-D RESEARCH ADVANCED: Teaching Cardiovascular Assessment to Pre-licensure Nursing Students Using a Simulationbased Deliberate Practice Curriculum Sharon Decker, PhD, RN, ACNS-BC, ANEF; Vivian Obeso; Jeffrey Groom; Pamela R. Jeffries; Mary Mckay; John M. O'Donnell; Marta E. Suarez-O'Connor; Sandra Caballero; Annette K. Orangio; Joyce Vazzano, Texas Tech University Health Sciences Center, TX This presentation will discuss a multi-center research project that developed, implemented, and evaluated a simulation-based curriculum grounded in a deliberate practice, competency-based learning framework that focused on the knowledge and skills necessary for pre-licensure nursing students in a multi-center research model. The integration of a simulation based learning model based on the principles of competency-based learning and deliberate practice significantly improved cardiopulmonary assessment skills in pre-licensure nursing students. Standardization of curriculum and measurement allowed the approach to be effectively delivered across a diverse range of pre-licensure programs. ADVANCED: Interdisciplinary Teamwork and Communication in a High-Fidelity Simulated Code Deborah D. Garbee PhD, APRN, BC; Kendra Barrier RN, MSN; Laura Bonanno DNP, CRNA; Jean Cefalu RN, MSN; John Paige MD; Valeriy Kozmenko MD; Lyubov Kozmenko BSN; John Zamjahn PhD, RRT, Louisiana State University Health Sciences Center, New Orleans, LA, Teamwork and communication are overarching skills for many quality and safety initiatives. The purpose of this research was to increase teamwork and communication skills among undergraduate nursing students, nurse anesthesia students, medical students, and respiratory therapy students by use of simulated code situations using a high-fidelity human patient simulator. We also sought to evaluate retention of skills and the benefit of repeat simulations. Fifty-two (52) students participated in the fall of 2009 with forty (40) students returning for additional simulations in Spring 2010. 7-E SIM WIZARD ADVANCED: Use of Technology to Enhance Simulation and Learning Matthew Pierce EMT-B, BS, AAS; Tanya Ward MSN RN; Tracey Cooper MSN RN, South Plains College, Center for Clinical Excellence, Lubbock, TX Tips, software, and technology used to run an efficient simulation lab that serves Allied Health students and faculty at South Plains College. ADVANCED: Cyber Innovation Center: Building a Virtual Presence to Enrich the Educational Debra P. Shelton, EdD, APRN-CS, NE-BC, OCN, CNE; Susan T. Pierce, EdD, MSN, RN, CNE, Northwestern State University, Shreveport, LA The Cyber Innovation Center (CIC) is both a real and a virtual presence within the College of Nursing that enriches the nursing education experience of students across multiple programs by providing a coordinated approach to the integration of technology to support learning and professional development. The CIC was envisioned as a solution to technology and other problems by serving as a mechanism for coordination of assessment, training, and implementation of technology-enhancement in the nursing education environment. Two CIC strategies are reflected by this session (1) development of a second life environment for faculty and students to support training and socialization and (2) development of a tool to guide decision-making regarding technology selection, purchase, and integration.

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9:10 a.m. ­ 10:10 a.m. Concurrent Session 8

Select One

8-A EDUCATION NOVICE: Simulation: Dressed for Diversity Christy Seckman, DNP, MSN-FNP, RN; Bettina Ahearn BSN, RN, Goldfarb School of Nursing at Barnes-Jewish College, St. Louis, MO Simulation can be applied as an innovative teaching strategy to explore concepts of cultural diversity in an undergraduate Health Assessment nursing course. Diverse mannequins and cultural relics are used to set the stage for nursing students to complete a headto- toe physical assessment, and allows for students to incorporate concepts of culture into their nursing diagnosis and plan of care. This experience creates an opportunity for students to develop therapeutic communication skills, and an awareness of the patient care given to someone of a different background than their own. ADVANCED: The Magic of "Imogene" Aliyah Mawji, RN PhD(c), Candace Lind RN PhD, Pat Morgan RN, MSN, Rebecca Cicero, Faculty of Nursing University of Calgary The undergraduate Community Health Courses in the Faculty of Nursing at the University of Calgary raise issues such as social justice, political activism, social determinants of health, and health promotion with marginalized populations. A challenge encountered by the faculty within this course has been the willingness of the students to develop an appreciation and understanding of how these issues apply to their perception of nursing practice, which is frequently focused on acute care clinical practice. The high impact and realistic, moulage of a Laerdal® Vital Sim AnneTM is completed in the Clinical Simulation Learning Center and incorporates key elements including the selection of clothing which is considered to be reflective of a sextrade worker, which is Imogene's current occupation. The engagement of the students has been skillfully crafted by the faculty members through the development of a contextually rich evolving case study which is an underpinning for classroom discussion, group assignments, and presentations. 8-B LAB COORDINATION AND MANAGEMENT Ask the Experts: Academic Simulation 101: Where Do I Start? Moderator Kim Leighton, PhD, RN; Panelists TBA Were you just told that you are `in charge' of simulation? Did your school buy a new simulator and tell you to use it next semester? Is the simulator still in a box? This expert panel session is designed to help answer those questions that brand new simulation personnel have. Don't continue to feel overwhelmed. Come to this session and learn from those who have been in your shoes! 8-C PRACTICE ADVANCED: Mightier Than The Sword - The Power Of The Pen: Writing and Reviewing for a Journal Allen D. Hanberg, PhD, RN;University of Utah, College of Nursing. SLC, UT; Jacqueline Arnold, MSN, RN, Mayo Clinic, Rochester, MN The associate editors of Clinical Simulation in Nursing will offer a presentation that addresses the perils and pitfalls of authoring a manuscript for publication. Participants will be given guidance in preparing original research, review, and short communication articles that are appropriate for publications. The presenters will share advice and tips for planning, writing, and submitting successful manuscripts and what to expect during the review process. 8-D RESEARCH ADVANCED: Student Satisfaction with the Practice in a Simulated Context at the Curricular Unit of Nursing Emergency Rui Baptista, RN, MS; Verónica Coutinho, RN; José Martins, RN, MS, PhD; Alessandra Mazzo, RN, MS, PhD, Nursing School of Coimbra, Portugal and Health Sciences Research Unit, Coimbra, Portugal 23

The simulation is an important teaching/learning strategy in nursing education. The high-fidelity simulation brings added value to the process of teaching and learning is important to analyze the satisfaction of nursing students in learning through simulation. ADVANCED: Student Satisfaction with the Practice in Simulated Context: Development and Validation of an Assessment Tool José Martins, RN, MS, PhD; Rui Baptista, RN, MS; Verónica Coutinho, RN; Alessandra Mazzo, RN, MS, PhD, Nursing School of Coimbra, Portugal and Health Sciences Research Unit, Coimbra, Portugal The study aimed to develop and validate an instrument to assess student satisfaction with the practice in simulated context. The study as developed in the Simulation Centre of the Nursing School of Coimbra. The tool has a list of 17 items divided into three factors. The tool has good psychometric properties, which allows its use in a research context. 8-E SIM WIZARD ADVANCED: Teaching: Using Personas As A Teaching/Learning Strategy In A Simulated Blog Context Cindy Thomas, EdD, RN, School of Nursing, Ball State University, Muncie, IN The transition to professional practice can be difficult for many new registered nurses. Learning through the use of a simulated blog helps students use critical reasoning, problem solving, decision-making and professional communication skills. Students in a senior management/leadership course read and respond to Lauren's blog, a simulated educational blog that follows Lauren, a new registered nurse, through her first year of professional practice. Lauren has many trials and triumphs as she makes the transition while the senior students learn from her mistakes, identify with her decisions and consider alternative approaches to her actions. NOVICE: Developing DNP Expertise in using Social Media to Meet the Needs of Rural America Michele Bordelon, MSEd; Carolyn M. Rutledge, PhD, FNP-BC; Laurel Shepherd, PhD, PNP; Michelle Renaud, PhD, CNS, Old Dominion University, School of Nursing, Norfolk, VA Healthcare Reform, signed into law in March of 2010, mandated changes for how and where future health care will be delivered in the United States. A major concern is the ability of our healthcare system to accommodate and provide timely and affordable access for the 40 million uninsured Americans that will enter the health care system, especially those in rural America. Nursing education programs are seeking strategies to provide students with the knowledge, skills and comfort needed to enhance the care of individuals in these remote rural regions. This workshop will describe a program that combines experiential learning using Social Media Technology to meet the needs identified with a standardized patient and caregiver from a rural underserved region. 10:10 a.m. ­ 10:30 a.m. Break, Check out of hotel. Drop bags in assigned holding room 10:30 a.m. ­ 11:15 a.m. International Nursing Association for Clinical Simulation and Learning Poster Awards, Clinical Simulation in Nursing Journal Awards and Research Grant Announcements 11:15 a.m. ­ 12:00 p.m. Plenary Session: State of the Science Surrounding the Jeffries/NLN Nursing

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Simulation Framework Project: The Kick-off Patricia Ravert RN, PhD, CNE, ANEF, Brigham Young University, Provo, UT; Margaret Meccariello RN, MS, St. Joseph's Hospital College of Nursing, Syracuse, NY This presentation will detail the plan for an exciting nursing research project regarding the Jeffries/National League for Nursing Simulation Framework (JNSF) and relate how conference participants can get involved. The project will include conducting an in-depth concept analysis and review of the simulation literature over the last 10 years, to (1) update, define and refine the major concepts in the JNSF as needed, (2) to evaluate the potential growth of the JNSF from a framework into a potential theory, (3) to identify major knowledge gaps and research opportunities in the JNSF (4) to identify important future directions for research surrounding the five concepts in the JNSF. 12:00 p.m. ­ 12:15 p.m. 2012 Conference announcements sponsored by the International Nursing Association for Clinical Simulation and Learning (INASCL) and UT Health Science Center at San Antonio School of Nursing 12:15 p.m. ­ 1:15 p.m. Clinical Judgment Evaluation Inside (Sim) and Out Kathie Lasater, EdD, RN, ANEF, Associate Professor, OHSU School of Nursing, Portland, OR Simulation specialists and other clinical nurse educators often find it difficult to evaluate prelicensure students' clinical judgment development in simulation as well as patient care settings. The Lasater Clinical Judgment Rubric was developed in the simulation setting, using evidence-based methodology. The rubric offers a common language for students and nurse educators and developmental steps that form a trajectory for clinical judgment development during students' time in program. This session will provide a deeper look at best practices for using the rubric to evaluate aspects of students' clinical judgment in simulation and clinical practice settings. AIRPORT: Our host city airport is Orlando International airport http://www.orlandoairports.net AIR RESERVATIONS: A discount agreement has been completed with American Air Lines and is valid June 10-21, 2011 for travel to Orlando, FL. The Promotion Code is 8261AU. Participants will receive a 5% discount off the lowest applicable eligible published air fare. At this time there is no ticketing fee for reservations made and ticketed on www.AA.com. The percentage discount can be booked on-line at www.AA.com for American Airlines and American Eagle flights only. There will also be a separate ticketing charge of $20.00 USD per ticket for tickets purchased via the phone at 1-800-433-1790 or $30.00 USD per ticket for tickets purchased at the airport. This amount is subject to change. For International originating guests, please call your local reservations number and refer to the Promotion Code (STARfile 8261AU). GROUND TRANSPORTATION: 1. Taxi Cab ­ A taxi will cost approximately $40 one way and can be picked up outside of baggage claim. 2. Mears Shuttle Bus ­ This is one of the most popular ways guests arrive at the hotel. This shuttle can be picked up outside of baggage claim; shuttle runs approximately every 30 minutes. Cost is $21 one way/$35 round trip. To access a discount coupon for the shuttle go to: https://www.hello-usa.com/tickets/inacsl11/ scroll down to the bottom of the blue box located on the left of the screen and click on Airport shuttle coupon and reservation link to access the coupon. 25

HOTEL AND RESERVATIONS: Conference host hotel: Hilton, located in the WALT DISNEY WORLD® Resort 1751 Hotel Plaza Boulevard | Lake Buena Vista FL 32830 Phone 1-800-782-4414

Photo courtesy of Hilton

The Hilton is an official hotel of Walt Disney World and is located in the heart of the Downtown Disney® Area, home of the Downtown Disney® Marketplace and Downtown Disney® Westside. The Hilton offers everything an adventurous conference attendee could want. You will find diverse cuisine and numerous restaurants within walking distance. This hotel combines southern hospitality, the Disney atmosphere and a relaxing spa with customer service that's second to none. The hotel offers complimentary scheduled shuttles to all Disney theme parks and water parks every 30 minutes. The Hotel Group code is INA Book your hotel online: http://www.hilton.com/en/hi/groups/personalized/ORLDWHH-INA-20110614/index.jhtml?WT.mc_id=POG · $151 (plus tax 12.5%) for Standard single/double or · $171 (plus tax 12.5%) for a triple or quad room. The special rate is guaranteed for reservations made before May 24, 2011 or until the room block is filled. Rooms remaining after this date will be returned to the hotel's general inventory and the group rate will not be available. *Rates are per night, subject to state & local taxes. SPECIAL ACCOMMODATIONS: All facilities are accessible to persons with disabilities. Please call The Hilton Hotel at 1-888- 373-9855 to describe your special needs. In order to assure accommodation, please call at least two weeks before the program. If you have special needs related to conference meals, please contact The University of Texas Health Science Center at San Antonio via email to [email protected] at least two weeks prior to the conference. PERSONAL COMFORT: For personal comfort in rooms, please bring a sweater or light jacket. Dress for the conference is casual.

For advance purchase of specially priced Disney Meeting/Convention Theme Park tickets, CLICK HERE: http://www.disneyconventionear.com/INSLR These tickets are not available for purchase at the gates; the special offer ends on June 14, 2011

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Conference Fees Register/Pay Today

June 15, 2011 Pre-Conference AM Pre-Conference PM Pre-Conference ALL day June 16-18, 2011 Conference Early Bird fee Payment postmarked by 5/7/2011 Main Conference Regular fee Payment postmarked with date between 5/8/2011 - 6/1/2011 Main Conference LATE fee Payment postmarked with date between 6/2/2011 or on-site payments

INACSL Member Conference Fees

$80 $80 $160 $500 $550

Non INACSL Member Conference Fees

$100 $100 $200 $575 $625

$625

$700

Payment must be postmarked by the cut-off date. We will collect additional fees during on-site registration for payment received late and not in the correct amount. INACSL MEMBERSHIP BENEFIT: Join the International Nursing Association for Clinical Simulation and Learning (INACSL) for $75, at the time you register, and receive a discount on registration, see below for detail in the Fee Schedule. For information on INACSL membership go to: http://www.inacsl.org/INACSL_2010/ ONLINE CONFERENCE REGISTRATION INSTRUCTIONS (follow carefully): 1. Registrations are required to be completed online. Phone, handwritten/typed registrations will not be taken. Refer to the brochure when registering. 2. Registration must be made online https://www.surveymonkey.com/s/JMSNVQZ (click the link or copy and paste into your web browser). 3. Complete each registration page carefully, clicking NEXT at the end of each page. You have the option to go back to a previous page if you need to make a change, just click PREVIOUS button. 4. All registration fields require an answer. If an answer is not provided then you will not be able to advance to the next page. PAYMENT INFORMATION: 1. Credit Card payments must be made online at the time you register. If someone else besides yourself will be paying with a credit card for your registration, complete the registration form online and email them this link to pay http://www.uthscsa.edu/sonpay/paypage.aspx It is important to register first, and then have the payer reference your name on the payment options so we can match payment to registration. 2. Check or money order should be mailed with a copy the registration Pay Page Form. If a check is mailed without the Pay Page Form, it cannot be applied to your registration. Make check payable to UTHSCSA School of Nursing Mail to: UTHSCSA School of Nursing 7703 Floyd Curl Drive MSC 7946 San Antonio, TX 78229-3900 Attn: Sherece McGoon, Nursing Continuing Education Purchase orders cannot be accepted. We are unable to complete any vendor setup forms. If you would like a W9 form, please email [email protected] The UT Health Science Center at San Antonio's Federal Tax ID # 74-1586031. 27

Important: registrations are required to be completed online. Phone registrations will not be taken. There is an option to print each page of the online form, which can be used to submit with a check payment or for your back up record. REGISTRATION CONFIRMATION: Confirmation of your completed registration will be sent via email upon receipt of payment. If you are registering less than 2 weeks before the program, or if you do not receive a confirmation letter, email [email protected] edu or call the Office of Continuing Nursing Education, UT Health Science Center at San Antonio School of Nursing (210) 567-5850 to check on space availability. ATTENDANCE POLICIES Attendee Cancellation, Substitution, Refund The conference registration fees are refundable, minus a $100 processing fee, if your cancellation is received via email to [email protected] no later than Friday, May 25th, 2011. Attendee substitutions are allowed, but notification must be made in writing. After this date, under no circumstances will refunds, credits, or substitutions be granted. No refunds or credits will be given to "no shows." Refunds are processed after the conference (no later than 30 business days). Guest Attendance Policy All conference activities (including educational sessions, meal functions, exhibit hall, etc.) are exclusively reserved for conference attendees. Non-registered guests (including children, family members, colleagues, etc.) are not allowed in the conference areas. Badges provided at registration are required for entrance into all functions and will be strictly enforced. Continuing Nursing Education (CNE) Conference Modification or Cancellation CNE reserves the right to modify the course's schedule or program as necessary. CNE also reserves the right to cancel this conference, in which case a full refund of the registration fee will be provided. We are unable to refund any travel costs (flight, hotel, etc.) in the case of CNE cancellation. Recording and Photography Clause CNE reserves exclusive right to record (audio and video) and/or photograph all conference proceedings for use in marketing materials, presentations and course content sales. The Office of Continuing Nursing Education cannot be held responsible for the cost of a nonrefundable airline ticket or flight change in the event of a course cancellation or the rescheduling of the program. Upon registering in any continuing Nursing Education activity, the participant agrees that the University of Texas Health Science Center at San Antonio and their affiliates, and all personnel associated with the program are not responsible or liable for any injuries or other damages sustained by the attendee in connection with the scheduled activity, and the participant hereby releases each of them from any claims against them arising directly or indirectly from any such injury or damage. The registered participant grants permission to the Office of Continuing Nursing Education (and its designees and agents) to utilize the participants image, likeness actions and /or statements in any live or recorded audio, video, or photographic display or other transmission, exhibition, publication, or reproduction made of, about, or at, the activity without further authorization or compensation. Participants may not use video or audio recording devices during the program or scheduled event. Registering for any continuing Nursing Education Activity constitutes acceptance of these terms. FURTHER INFORMATION REGARDING THE CONFERENCE: Contact: Sherece McGoon Continuing Nursing Education UT Health Science Center at San Antonio School of Nursing Email: [email protected] OR Phone (210) 567-5850

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