2019 Conference Program

Campus map

Time Tuesday, May 21st


Pre-conference: Creating a Virtual On-line Game- Day 1 (Room: CCS 252)

(Breakfast 0830-0900, Lunch 1200-1300)

This 2-day pre-conference workshop immerses nursing faculty in the process of developing a virtual simulation game (VSG). Participants will develop learning outcomes, create game decision points and rationale, write a filming script, film video game clips using a Go-Pro camera and iPhone, and learn about assembling a game using the CAN-Sim VSG template which uses Articulate software. Participants will have access to the final assembled game created during the workshop.

Wednesday, May 22nd
0830-1600 Pre-conference: Creating a Virtual On-line Game Day 2 (Room: CCS 252)
1800-2100 Welcome Wine Reception and Vendor Representative Tables (Room: EME foyer level 0)

Enjoy a glass or two of red or white wine, appetizers, and mingle with friends and new acquaintances!

  Thursday, May 23rd 
0800-0900 Breakfast/Registration/Vendor presentations (Room: EME foyer level 0)

Check-in at front doors of EME building, level 1

0900-0915 Conference Welcome: Conference Chair – Colleen duManoir, MSN, RN (Room: EME 1101)
0915-1030 Keynote speaker: Dr. Peter Newbury

There and Back Again with Experiential Learning  (Room: EME 1101)

Experiential learning is at the heart of health science education. Students engage in authentic, hands-on tasks and the post-activity debriefing is just as important as the high-fidelity simulations. Clearly it works. But why- what’s the foundation on which these lessons are built? We’ll follow the path from experiential learning to the underlying evidence about teaching and learning and then back again, this time flying the “evidence-based instructional strategy” flag.

1030-1100 Nutrition Break/Vendors
1100-1145 Concurrent
Session 1

Skills Skills Revolution: Moving From Tradition Toward Evidence-Informed Psychomotor Skills Teaching

Martha Russell & Jan Meiers

EME 1101

In this presentation, we explore the evidence that informs psychomotor skills teaching, learning, and evaluation in baccalaureate nursing programs. This is an evolving area of nursing education where current practices are often based on historic approaches that have little research to support them.  Evidence on efficacy of approaches is hard to find, and research is generally of poor quality due to challenges with outcome measurements. As our site moves toward curricular revision, we are committed to implementing practices in skills teaching/learning that are evidence in formed. A thorough examination of the literature revealed a number of pedagogical strategies that support students to become safe and competent practitioners, and that allow for psychomotor skills mastery. We will share a proposed skills learning framework that supports a transition from tradition to evidence-informed teaching practices.







Growing Together: Innovative Teaching
Practices and Health

Sally Willis-Stewart

EME 1121

Workshop participants will gain inspiration in two areas related to innovations in teaching and optimal student learning in this practical and interactive session: i) a teaching practice called Experiential Learning Tasks (ELTs) and ii) teaching practices, approaches and course modules to foster student health and academic success. HEAL 100 ~ Principles of Health and Wellbeing, is an elective course focusing on building student resiliency, health knowledge and skills, and academic success. It was developed and implemented and has been evaluated for the above-mentioned outcomes, as well as for teaching approaches and content. The opportunity for students to experience, apply and build skills is critical yet often challenging in lecture-based and on-line courses. ELTs, including meaningful reflection, is one
instructional/assessment method used to foster learning. Student wellbeing is well documented in the literature as contributing significantly to academic success, however, student health statistics reveal increased levels of stress, anxiety, depression, weight gain, poor sleep and other health challenges, especially in first year students and students in demanding health and engineering disciplines. Health is our first “wealth” thus institutions need to put student health as a top priority, paramount in the health disciplines, through embedding wellbeing into the classroom (Okanagan Charter). HEAL 100 course content, instructor approaches, module and online delivery format for broader student access will be shared. This workshop will have you dive into course design, ELTs and other methods used to address student wellbeing in the classroom to gain ideas for implementation into your teaching scenarios.

1145-1245 Lunch/Vendor Presentations
1245 –1330 Concurrent Session 2

Patient Safety Horror Room: A Creative Way To Teach About The Hazards In Healthcare

Vanessa Wiebe & Colleen duManoir

EME 1101

The Canadian Patient Safety Institute partnered with health care providers and health care delivery experts across Canada and created the Patient Safety Competencies, (PSCs), (2009). In order to bring these competencies to life in an experiential learning situation, an acute care patient simulation was presented to students which challenged them to seek and find all the safety errors present in the patient’s room. In groups of 4, the students receive a verbal report from the ‘night RN’, then start reviewing the patient chart and kardex, discuss their findings, and enter the room to assess the patient and search for safety hazards. These could fall into any of the 6 domains of the PSCs: Contribute to a culture of patient safety, teamwork, communication, manage safety risks, optimize human and environmental factors and recognize, respond and disclose adverse events. In this presentation we will discuss the research behind this creative approach to learning, review the process of setting up this experience, and share our evaluation of the activity with future plans for modification.

Using Audience Response Systems to Enhance
Student Learning

Charlene Strumpel

EME 1121

Teachers are often seeking out new and innovative ways to engage students in learning, whether in the classroom, lab, or in practice. Although audience response systems have been around for years, newer programs have features that can help make learning fun, solve classroom management problems, and allow students to develop critical thinking skills. Conference participants will have the opportunity to try and compare Kahoot and PollEverywhere; and learning applications will be discussed.












1345-1415 Break/Vendors CPR challenge with Laerdal qCPR mannequins in EME level 1 foyer


Concurrent Session 3

Bringing Creativity into the Lab, a Hands-on Experience

Brenda Huber

EME 1101

Being creative in the nursing lab provides many valuable and enriching learning experiences for nursing students at the University of British Columbia Okanagan. In year two, students have the opportunity to perform a simple no-touch dressing change using a realistic sutured or stapled incision wound model placed on a real person (peer). “Creativity in the lab” has changed the way we teach many clinical skills at UBC Okanagan. The multiple handmade models make things real and authentic for students enriching their overall learning experiences. This workshop session will allow participants to be actively involved in the creative process. All registrants will have the opportunity to make a wound incision model that they can take home to their institution. The goal of this session is to show teaching professionals how easy it can be to bring creativity into any nursing lab situation. All you need is passion and a strong desire to make a difference in student learning.




An Evaluation Rubric for Reflective Practice in a BScN Program: Inter-Rater Reliability and
Content Validity

Vesna Serafimovski

EME 1121

Purpose: To determine content validity and inter-rater reliability of an evaluation rubric for reflective journaling for undergraduate BScN students.
Methodology: A panel of five experts in nursing education were recruited to assess a newly developed rubric for content validity. Additionally, 38 journals submitted by the participants were blinded and independently scored by the two researchers to determine inter-rater reliability of the rubric.
Sample and Setting: This study was conducted at two Southwestern Ontario college campuses. A convenience sample of 180 undergraduate second year nursing students were recruited; A total of 38 students participated.
Results: Analysis of the evaluation rubric was favourable with an inter-rater reliability of 0.88 (intraclass correlation) and a content validity index score of 1.0.
Conclusions: The rubric for reflective journaling has potential for meaningful reflective practice experiences for both students and educators.
In this session, the rubric development process, methodology, results, analysis, limitations of the study and future research endeavours will be discussed. The rubric has potential for meaningful use in stimulation experiences across interdisciplinary health science curricula. The rubric will be shared with session participants.

1515 –1600 Speed Networking

Topics: I’ll Show You Mine, If You Show Me Yours, What’s the Next Big Thing?, Lab vs Lab, Who’s Who in the Zoo? What Excites You?

 1700 Bus leaves from hotel, stops at UBCO to pick up others, then to Kelowna Boat Cruise
  Friday, May 24th
0800-0900 Breakfast/Vendor Presentations (Room: EME foyer level 0)
0900 –1030 Keynote speakers: Dr. Marian Luctkar-Flude and Dr. Jane Tyerman

Creating and Using Virtual Simulation Games (Room: EME 1101)

Dr. Marian Luctkar-Flude and Dr. Jane Tyerman will describe their simulation journey from high-fidelity simulation to their current use of virtual simulation in health professional education. The focus will be on an innovative, cost-effective, user friendly process that they have developed to create virtual simulation games for nursing and interprofessional education. The presentation will highlight games that are currently available through the Virtual Simulation Community of learning and the Canadian Alliance of Nurse Educators using Simulation websites, and share a glimpse of new virtual simulation games and modules under development. The presentation will also share the games that were created in the 2-day WCHSE pre-conference workshop led by the presenters.

1030 –1045 Nutrition break/Vendors
1045 –1230 WCHSE Annual General Meeting: vote on society status
1230 –1330 Lunch/Vendor Presentations
1330 –1415 Concurrent Session 4 Transforming The Culture of Psychomotor Skill Practice With Open Lab Support

Melanie Willson

EME 1101

In this presentation we will describe the transformation of the culture and context of skill practice in our program, where previously learners were introduced to new psychomotor skills in the lab setting but engaged in limited practice prior to clinical application. The addition of an instructor-staffed open lab for both skill practice and remediation transformed the culture of practice in our school, including a 10-fold increase in student practice in the lab. The availability of an instructor provided more opportunities for student feedback, as well as support for students requiring remedial practice. Recent research about psychomotor skill acquisition supports the use of deliberate practice, the “repetition of structured activity with the goal of improving practice” (Gonzalez & Kardong-Edgren, 2017).  We will explore the context of deliberate practice and how this model can support skill acquisition and retention. We will also discuss the open lab values of practice, feedback, ownership, access, communication and stewardship, and explore how these values informed the decisions about open lab staffing and student access. We will also consider some challenges of this model, particularly embracing the chaos of an open access model and prioritizing student needs in a busy learning environment.



Using Smart Phones for Assessment of Skill Proficiency

Paula Stubbings & Shellie Steidle

EME 1121

Ensuring proficiency of psychomotor skills for nursing students is a daunting task for faculty. Even after completion of a nursing program, many students lack proficiency with these skills. In response to constraints on clinical placements, larger student cohorts, and a digitally savvy generation, using digital recordings for the assessment of skills proficiency is a creative option. This project examines the use of smart phones to assess student proficiency with insulin administration. In the clinical area, mixing insulins is becoming infrequent but the skill continues to be fundamental. The first pilot group for this project began in the fall of 2018 with second year BSN nursing students. After completion of the on campus instructional lab, students used Smart Phones to record their demonstration of the skill and uploaded it onto the UFV online learning environment. The student skill demonstration included patient pre assessment, mixing the insulins, injecting the insulin, and post injection assessment and patient teaching. Clinical faculty graded the individual videos utilizing a marking rubric to determine skill proficiency. A second cohort will complete the proficiency videos in April 2019. Data focusing on the student experience (including level of confidence and impact on learning) and benefits of working with a peer will be gathered through an online questionnaire. Results of this project will be shared including challenges and recommendations for its use.

1415 –1445 Nutrition Break/Vendors
1445 –1530 Concurrent Session 5


Voice Assistant Technology- Alexa in the Sim Lab

Robert Kruger

EME 1101

Human patient simulation using robot manikins has become an integral part of nursing education. With the manikins’ abilities to simulate actual patients becoming more realistic every year, the challenge for simulation technicians and educators is creating environments and work flows that support students and nurses’ decision-making capacity in mid- to high-fidelity scenarios. A key component of both work flow and realism is a patient chart which is often in paper form. Maintaining paper charts can be arduous as paper can be accidentally removed or damaged during use in the simulation lab. Any updates need to be placed into multiple charts, increasing the chance of making mistakes. Using computers for electronic charting, increases the costs in terms of hardware and storage.

At British Columbia Institute of Technology (BCIT), a unique solution was created to address the challenge of maintaining patient records and improving the access to information during a simulation scenario. The unique solution adopted was the use of voice assistant technology in the form of an Amazon Echo Show. At BCIT, the device was located at the bedside of 3 manikins. The Amazon Echo Show has a 7 inch screen and uses Alexa – a cloud-based voice service – to both vocalize and display information. At the consumer level, these devices can answer questions, provide news, play music or purchase products from the vendor’s website. For simulation labs, the Amazon Echo Show allows students to ask questions of Alexa, such as ‘What is the latest arterial blood gas result?’ or ‘What are the chest x-ray report results?’ Alexa responds vocally and visually displays the results. These devices use cloud computing technology which decreases patient record maintenance as only one set of records needs to be updated. All devices in the lab access the same updated record(s) on the cloud.

The presenters will demonstrate how voice assistant technology can be effectively used in a simulation lab. The development of these voice assistant skills at BCIT is an interdisciplinary partnership between BCIT’s School of Health Sciences and School of Computing. This partnership will be explained. The presenters will also discuss the role the school’s IT services department plays in integrating the devices into the school’s computer network and the privacy concerns this raises. By the end of the presentation, attendees will have an understanding of voice assistant technology, its potential in human patient simulation and how to overcome the challenges in using these devices in clinical and simulation environments.

Use of Mindfulness as a Strategy to Optimize Situational Awareness and to Reduce Student Workload in Simulation

Christine Shumka & Susan Carlson

EME 1121

There are several factors that contribute to an effective simulation learning experience. Students must be able to accurately interpret patient, team, and environmental variables; furthermore, they must respond to workload. Workload is a subjective experience of the learner which includes the following six domains: mental demand, physical demand, temporal demand, performance, effort and frustration (NASA, 1988). To date, there has not been a determination made related to the optimum level of nursing student workload for effective simulated learning. The first goal of this study was to quantify nursing student’s self-perceptions of workload during simulations utilizing the National Aeronautics and Space Administration (NASA) Task Workload
Index (1988). We examined the question “What is the workload of nursing students participating in simulations?” The second goal of our study was to investigate the use of mindfulness as a strategy to optimize situational awareness and to reduce student workload in simulation, particularly in the areas of performance, effort and frustration.
We explored the question “Does the use of mindfulness prior to a clinical simulated learning activity affect workload?” We exposed students to a mindfulness technique during the pre-briefing phase. The results demonstrate if student awareness of self and environment is increased and if workload is decreased, and provide an answer to the question“Can the subjective experience of workload be manipulated?



























1530–1600 Wrap Up: Closing Address, Evaluations and Draw for Major Door Prize
EME 1101


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