This chapter describes how simulation fits the needs for 21st-century nursing education. It covers the aspects include the changing needs for nursing education in a technologically complex environment, how to succeed when incorporating simulation, the importance of the faculty role in embedding simulation throughout the nursing curriculum, meeting the challenges of clinical placement, and specific challenges and benefits to integrating simulation into the curriculum with an evidence-based practice focus. Simulation provides the missing piece for nursing education through harnessing each student’s enthusiasm for technology into an interactive and valuable learning experience in which to engage in critical thinking (Radhakrishnan, Roche, & Cunningham, 2007). Simulation takes on a life of its own, thus becoming "real" to the students. In conclusion, this chapter has emphasized the importance of integrating a simulation-focused pedagogy throughout the curriculum to best meet the needs of our program.

This chapter defines neurodevelopmental disorders, and examines the medical, psychosocial, and vocational aspects of two neurodevelopmental disorders that are increasing in the U.S. population: autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). It provides populations at risk of being diagnosed with ASD or ADHD, and distinguishes key considerations for outreach, eligibility determination, and rehabilitation assessment and planning. The chapter considers services to be included in the rehabilitation plan to facilitate goal achievement for consumers with ASD or ADHD, and examines evidence-based practices in job development, placement, and retention. Both ASD and ADHD can be accompanied by co-occurring psychiatric disabilities. Counseling and guidance are always individualized to the unique characteristics, rehabilitation needs, and preferences of each rehabilitation consumer. Rehabilitation counselors must also take into consideration the importance of family involvement in the transition and rehabilitation of youths with ASD and ADHD.

Educators use simulation in seminar experiences to teach key concepts from lecture and reading assignments in order to encourage critical thinking among students in all phases of the nursing program. Some of their important focuses are evidence-based practice, standards of care, and patient safety. This chapter presents a scenario of acute management of a patient in pulmonary edema. Overall objectives of the scenario are for students to demonstrate critical thinking skills in the care of the complex patient. Students must be able to identify inconsistencies with hand-off communication, recognize symptoms, and establish treatment options for acute respiratory distress as a result of congestive heart failure or pulmonary edema. It is recommended that students have basic knowledge from lecture regarding congestive heart failure and pulmonary edema prior to the scenario. In addition, there should be a discussion regarding treatment of respiratory distress and medications most frequently used.

The interprofessional simulation in this chapter is ideal for nursing students in prelicensure baccalaureate, registered nurse (RN)-to-Bachelor of Science in Nursing (BSN) students, or graduate programs. It serves pharmacy, respiratory, or medical students and is appropriate for a professional development activity for health care professionals responding to cardiac emergencies. St. John’s College of Nursing in Springfield, Illinois, offers this simulation in the baccalaureate program to medical-surgical students during their penultimate semester in the program, after completion of two other medical-surgical courses spiraled in difficulty. This simulation-based pedagogy allows evidence-based practice in a faculty-supported environment where students can gain confidence and learn from their actions, as well as by observing interprofessional peers. Respiratory care students complete the advanced cardiovascular life support (ACLS) provider course before this interprofessional education (IPE) and have additional prereading about cardiovascular resuscitation.

Experiences for the obstetric and pediatric clinical areas are becoming difficult to acquire for students, as increasing numbers of students compete for a small number of slots, and constraints on the numbers of students allowed in clinical settings continue to rise. As postpartum hemorrhage (PPH) constitutes an obstetric emergency and remains a major cause of maternal morbidity and mortality in high- and low-resource countries, using a simulator offers an ideal opportunity for students to practice their skills in simulated PPH. This chapter presents a scenario that was modified and used at the University of British Columbia (UBC) School of Nursing (SoN) since January 2015. Student preparation requires readings, videos, and evidence-based practice protocols for PPH. This scenario is a high-risk case that could be used to educate new staff to family birthing units and obstetric floors, as well as undergraduate and graduate nursing students.

This chapter presents a simulation activity that incorporates the students’ knowledge of psychiatric illness and risk assessment with a focus on mood disorders and substance abuse. The simulation exercise builds on skills in therapeutic communication, lethality assessment, and recognition of signs and symptoms of major depression and alcohol abuse. Postscenario discussion can assist in clarifying issues in documentation, patient rights, and legal requirements of mental health nursing practice. The simulation activity presented in this chapter specifically helps students to meet objectives for the mental health nursing course in the following areas: identifying risk factors for psychiatric disorders, developing therapeutic communication skills and planning appropriate evidence-based care for psychiatric patients, recognizing ethical and legal issues as they present in patients with psychiatric illness, and understanding the role of the nurse based on the American Nurses Association (2014) standards of practice for psychiatric-mental health nursing.

This chapter highlights topic areas in which research is needed to more fully understand the nature and needs of people with emerging disabilities, and examines current trends in rehabilitation counseling research and how investigations with people with emerging disabilities are compatible with these trends. It describes types of emerging disabilities for which health care, community living, and vocational experiences should be investigated more thoroughly in future research. The chapter addresses methodological and data analytic strategies that rehabilitation researchers can use to study the complex, multidimensional needs of people with emerging disabilities. Intervention studies that promote evidence-based practices will be increasingly important in future emerging disabilities research. Multivariate data analytic technique that provides opportunities to more effectively model the complexity of the real world in which people with emerging disabilities live is multilevel modeling (MLM), also known as hierarchical linear modeling (HLM).

This chapter helps the learner to identify strategies for change; explore change theories; evaluate the role of the MSN-prepared nurse in the change process; identify key steps of the evidence-based practice process; and evaluate evidence-based practice models for use. All nurses are leaders, regardless of their position, through their advocating, teaching, and empowering. However, being a change agent often takes a more deliberate approach. Nurses make up the largest portion of the healthcare workforce. Change management can be a specialty on its own, but has implications on many other fields including nursing. Although there are many change theories, nearly all are based on the work of Kurt Lewin, who is often regarded as the father of change management. The chapter reviews several theories including Lewin’s Change Theory, Spradley’s Change Theory, and the Shewhart’s cycle.