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- Regulatory Intelligence: A Necessary Competency for Advanced Practice Nursing
- What Could Happen: The Consequences of "Practice Drift" ... Is it Worth the Risk?
- Development of Sanctioning Guidelines for Public Discipline in Nursing Regulation: The North Carolina Board of Nursing Journey
- Creating a Healthy Work Environment is Every Nurses' Responsibility
- Who's Your Supervisor or Manager?
- Getting to Know Your Licensing Board: the North Carolina Board of Nursing at a Glance
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- Social Networking and Nurses
- DELEGATION: What are the Nurse's Responsibilities?
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- FAQ - Nursing Education
The following simulation guidance shall apply when simulation is replacing traditional clinical experiences/hours. This guidance is not intended for simulation being used to supplement classroom learning or validation of skills in lab experiences.
Simulation is a pedagogy that may be integrated across the pre-licensure curriculum. Nursing education program are advised to incrementally increase the amount of simulation as faculty expertise is acquired. Faculty expertise, resource and curricular requirements for simulation are defined in 21 NCAC 36 .0321 (m), (n) and (o) CURRICULUM
- Simulation: A technique, not a technology, to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner (Gaba, 2004).
- Traditional Clinical Experience: Practice in an inpatient, ambulatory care or community setting where the student provide care to patients under the guidance of an instructor or preceptor.
It is the responsibility of the Program Director to ensure that the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practices are utilized for lead faculty and lab personnel in simulation education. Core and advanced courses in simulation are required for faculty to acquire the foundational competencies prior to using simulation as a learning tool.
It is the responsibility of the Program Director to ensure and document that simulation faculty are qualified to conduct simulation and debriefings. Furthermore, the Program Director maintains the responsibility to ensure resources for faculty development, allocation of faculty workload hours to support best practices, and the provision of an appropriately realistic environment (Jeffries, Dreifuerst, Kardong-Edgren, Hayden, 2015).
The North Carolina Board of Nursing does not prescribe the simulation courses, number of continuing education hours, or certifications for lead faculty and lab personnel teaching in simulation education. Please contact your education and practice consultant for further questions.