Presented by: Julie A. Steele, MSN, RN, CNE, CCRN-CSC-CMC, and Jennifer A. Wentzel, MSN, RN, CCRN

Recorded On: Thursday, November 12 at 1:00 pm - 2:00 pm EST

Best of Conference!

Description: Despite the value and importance of simulation-based education in preparing nursing students for end-of-life (EOL) care, there is a marked discrepancy in the use of structured, trauma-informed debriefing methods that address the emotional and psychological impact of these experiences. Most existing frameworks focus primarily on clinical competencies and clinical judgement, while neglecting the emotional processing and coping strategies needed to support students’ psychological safety.  

CNE: 1.0

Presented by: Katy Fisher-Cunningham, PhD, RN, CNE, CHSE, Darbi Crist, DNP, RN, Beth Rogers, PhD, RN, CNE, CHSE-A, ANEF, and Brayton Amidon, PhD, RN, CHSE 

Recorded On: Tuesday, November 24th at 2:00 pm - 3:00 pm ET

Best of Conference!

Description: Simulation facilitators are routinely required to monitor learner performance, manage the environment, adapt scenarios in real time, and prepare for debriefing simultaneously, placing high demands on working memory (Fraser et al., 2018). Cognitive load theory identifies three sources of load—intrinsic, extraneous, and germane— that facilitators must balance during simulation (Cheng et al., 2020). Much of the existing facilitator cognitive load literature has concentrated narrowly on the debriefing phase, leaving gaps in understanding how load is experienced across preparation, pre-briefing, facilitation, and evaluation (INACSL Standards Committee, 2021). Although unmanaged cognitive load is associated with inconsistent facilitation, reduced sustainability, and facilitator fatigue and burnout, there remains a dearth of evidence-based, practical strategies facilitators can use to identify and self-manage their own cognitive load. 

CNE: 1.0