Sandie Nadelson Simulation Portfolio

Welcome!
This portfolio was developed in part to meet the guidelines of the CHSE-A certification process.
Follow the links to find additional information.

Nadellson Fall 2015 portrait.jpgSection 1: Professional Information

1. Experience as an Educator (over twenty years of full time teaching and leadership in nursing education)

August 2018 – current Coordinator of the Nabholz Center for Healthcare Simulation and Nursing faculty member, University of Central Arkansas, Conway, AK.

August 2016  – current Associate Professor Health Sciences (tenured), Colorado Mesa University, Grand Junction, CO.

2012 – current  Faculty Member for Georgetown University nursing graduate program, WA, DC.

2014 – 2016 Director of Nursing Programs (tenured), Utah State University, Logan, UT.

2012 – 2014  Adjunct Faculty member, Nevada State College, Henderson, NV.

2013 – 2014 Associate Director of Undergraduate Studies School of Nursing, Idaho State University, ID.

2012 – 2013 RN Program Chair/Nurse Administrator & Faculty member at the College of Western Idaho, Nampa, ID.

2010 – 2012  Faculty member & Director of Student Services and Advising for College of Health Sciences including Nursing (tenured), Boise State University, Boise, ID.

2008 – 2013 Faculty member, Boise State University, Boise, ID.

2007 – 2008  Faculty & Director of the Health Academy, Boone High School, Orlando, FL.

2003-2007 Nevada System of Higher Education employee: Lecturer, University of Nevada Las Vegas, Nevada and Instructor, College of Southern Nevada, Las Vegas, NV.

2001-2002 Professor, South Puget Sound Community College, Olympia, WA.

1995-1999 Faculty & Tenured Professor, Portland Community College, Portland, Oregon.

1997–1998  Adjunct Professor, University of Portland, Portland, OR.

1991-1994  Adjunct Professor, Linfield College, Portland, OR.

2. Experience as a Healthcare Simulation Educator (over 15 years of simulation experience)

In all the positions listed above, I have used simulation in teaching. Even back in 1991 at Linfield College, we had video scenarios we had the students watch and work through.

Most every other position I have had has included task trainers and high fidelity experiences with students.

3. Simulation Modality Experience
Simulation Type % of Time

☐ Task Trainers 80
☐ Mannequin-Based 10
☐ Standardized patients 5

☐ Computer-based 4
☐ Virtual*Reality 1
☐ Other (describe below)  NA
____________________________________________________

4. Education

2016: Post-masters certificate simulation. Boise State University, Boise, ID.

2007: Doctorate of Philosophy. Higher Education Leadership. University of Nevada Las Vegas, Las Vegas, NV.

2000: Masters of Science. Education: Policy, Foundations, and Administration. Portland State University, Portland, OR.

1991: Masters of Science in Nursing. California State University Los Angeles, Los Angeles, CA.

1984: Bachelors of Science in Nursing. Oregon Health Science University, Portland, OR

5. Continuing Education

In addition to attending the certificate program at Boise State University, I have attended numerous nursing conferences in the United States. At the majority, I have presented on evidence based practice and other health related topics.

6. Simulation-based educational coursework

The simulation certificate from Boise State was a solid year of learning. Since then, I have continued to learn at various conferences, online webinars, and other events. Last month I attended a regional simulation conference, called “Arkansas Simulation Day,” offered in Fort Smith, Arkansas by CAE.

7. Leadership

I have been the director of nursing programs in Idaho, Utah and Colorado. Now, I am the coordinator of the Nabholz Healthcare Simulation Center at University of Central Arkansas.

I developed and submitted a proposal to host the Southern INACSL conference here at UCA fall of 2019.

Nadelson, S. Program evaluator for the Western Dakota Technical Institute’s Simulation Center, 2016.

8. Awards

Certified Nurse Education through the National League for Nursing since 2012.

College of Western Idaho’s “Faculty of Distinction Award” 2012-2013

Boise State University College of Health Science “Excellence in Faculty Service Award,” 2011

9. Other simulation related activities

Publications

Nadelson, S., & Nadelson, L. (2018). Making Qualitative Research Real to Students: Using Social Media Postings to Teach Qualitative Data Coding. Worldview on Evidence-Based Nursing. Accepted with revisions.

Nadelson, S. & Nadelson, L (2018). Pre-Nursing Advising through a Massive Open Online Course Presented at the Hawaii International Conference on Education in Waikiki, HI.

Nadelson, S. & Nadelson, L. (2016). Internet Access and Student Outcomes. Twelfth Annual Hawaii International Conference on Education, Waikiki, HI.

Nadelson, S. (2016). Massive Open Online Courses: MOOCs in Higher Education. Professional development presentation during National Distance Learning Week to Colorado Mesa University faculty.

Resume/CV (link to document below)

Nadelson CV December 2018

“Sandie’s Sandbox”

Collection of Items from the Boise State University Simulation Certification Program created about three to four years ago (link below):

https://boisestate.digication.com/sandies_sandbox/Welcome/published

Pinterest Site

Links to Pinterest simulation resources I collected and have shared with other Pinterest members (link below):

https://www.pinterest.com/sandienadelson/nursing-simulation/

 

Reference Letter: I just had three people write me a reference to get the CHSE certification and feel badly about taking up their time to do more for me. If you’d like to look in your system to see what they wrote, I am fine with that. I do have a reference letter written a couple of years ago by a colleague of mine in my files. She wrote it and sent me a copy. If this will not work, please let me know and I can ask for a new reference to be written. Ann Rocha Reference for Nadelson 2016

Section 2: Reflective Statements

A. Professional Values and Capabilities

          A Chinese proverb says, “Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.” I believe this is true and as both a teacher and learner, I try to keep this in mind every day. Even though the proverb is helpful in explaining how we best learn, it leaves some gaps in terms of how we involve others in the learning process and also what is essential learning. In the next several paragraphs, I provide some information about my philosophy on student learning, understanding, and excitement about learning.

People learning is complex because it goes beyond instilling knowledge from a text. In many nursing programs there has been a greater focus on the training part of being competent nurses to being a health individual.  However, health care students need to learn more than psychomotor skills and how to do well on tests.  I am able to identify learning in a variety of ways. Through simulation along with tests, quizzes, skills laboratory demonstrations, classroom discussions, and other assignments help me see if students are acquiring the knowledge base.

Philosophically, I feel that being an educator is a privilege and very rewarding, but also a difficult role to fill. As a teacher, I need to know about what is important “book knowledge” for students to know and assisting them in maturing into competent, professionals. In terms of facilitate their acquisition of basic knowledge, do this through involving and inspiring students to be the best that they can be as they perform assessments, give medications, and do procedures. In assisting student learning in these areas, I provide lecture materials, quizzes, case studies, online discussions, and hands on activities.

          My job does not stop with facilitating students’ learning of skills and basic knowledge. Being a health care professional is much more than giving injections, taking an Xray, and applying wound dressings. Students often need assistance with learning about being professional and holding high moral and civic standards. Colby et al (2003) suggests, “taking moral and civic outcomes seriously has the potential to simultaneously strengthen and enrich nearly all other education goals… both moral and civic learning and academic learning more generally are at their most powerful when creatively combined.” (pg. 20). To facilitate this learning in a variety of modalities, I provide students with information about standards of care, include ethical issues in case studies, and discuss ethical professional issues with them. In addition, I am a role model and give students opportunities to discuss professional behavior with enthusiasm in and out of the classroom and online.

B. Scholarship and Spirit of Inquiry

An ongoing interest of mine is professional development of students. I have spent several years looking at student caring and now have added curiosity to my list of interests. A literature review done a couple of years ago indicated that simulation is a good way to teach students to be caring. This fall, I and a colleague started to collect data on faculty members’ beliefs about teaching caring and curiosity in nursing. We had over 50 faculty participate and have started to analyze the data. We submitted a proposal about our work and hope to present this summer at the conference in Phoenix.

C. Designing & Developing Learning Activities

I do not only think that simulation is for students, but can be used in the development of faculty. I designed and implemented using simulation with clinical instructors. The scenario helped them build skills in coaching students. More about this can be found in section 3.

D. Implementing and Evaluating Simulation-Based Educational Activities

I have developed several scenarios and adapted dozens for use with clinical students. At the Nabholz Sim Center, I am helping develop the assessment plan for simulation. Before this fall, no data about student satisfaction had been collected. More needs to be done to get the Center accredited, which is our goal.

 

Section 3: Educational Activity

After teaching and being in nursing administration for a couple of years, it was clear that the majority of faculty were not proficient with coaching students. As a result, the coaching that was done often felt awkward to both students and faculty. Plus, it was not always effective. As a result, I developed a scenario, which I used to help faculty members become more proficient in their coaching. The file called “Nadelson Sim Student Coaching” includes objectives, information on running the sim with standardized patients, and assessment activities. To read the file click on the link below.

Nadelson Sim student coaching

Section 4: Media Submission

Digital Video (click on link below)

Media Presentation