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Associate Professor Erin D. Maughan receives VDOE Grant to invigorate the future of school nursing

Taylor Thomas — Fri, 09 Feb 2024 17:53:38 +0000

Associate Professor Erin D. Maughan receives VDOE Grant to invigorate the future of school nursing Taylor Thomas Fri, 02/09/2024 - 12:53

Both regionally and across the country, there is a severe lack of programs dedicated to school nursing administrators (i.e. nurses who lead school nursing and school health programs at the district level). Erin Maughan, an associate professor in College of Public Health’s School of Nursing at ��ӽ紫ý, intends to remedy this with a $364,503 grant from the Virginia Department of Education (VDOE). With the funding, Maughan will establish the School Nursing Leadership Academy.

Erin D. Maughan

"There are over 130,000 school nurses across the nation, who are central to the foundation of the health and well-being of children,” Maughan said. "The goal of the academy is to develop leaders in school nursing who have the knowledge and skills needed to successfully oversee school health programs at the district level, as well as state and regional school nursing associations."

The academy, which is expected to be fully developed by June 2024, will be designed to train future leaders in school nursing using TeamSTEPPS, an evidence-based curriculum that prioritizes incorporating effective communication and teamwork into the health care system. The program will take place over one-and-a-half years and will incorporate experiential learning, equestrian activity, and expert-led discussions.

In addition, Mason's Center for Health Workforce is guiding the development of sustainable asynchronous modules for the professional development program, which along with virtual webinars, will provide additional information and mentoring opportunities.

The program kicks off with three days of in–person instruction, during which participants will use virtual reality (VR) modules to practice interprofessional skills and conflict management. Mason's College of Public Health is a leader in integrating VR into the curriculum and training of future health care leaders.

“Participating in the VR will allow gaining experience in a safe, nonthreatening environment where we can talk about how they reacted so they will have confidence and experience when they encounter situations in the real world,” said Maughan.

Maughan was originally approached by the VDOE’s state school nurse consultant Tracy White, who wanted to foster more leadership training and was aware of Maughan’s passion to do so as well. Together, they set into motion plans to create the academy.

Maughan is a leading expert on school nursing and the health of school-age children. Her research expertise is in looking at the role of infrastructure and policy on school nurse staffing and services. In addition, she has expertise in leadership, strategic planning, innovation, and mentoring. Her career is dedicated to children’s health, especially vulnerable populations. She is excited to contribute her skills and knowledge for the success of the academy.

“Having been a school nurse leader and researcher for many years, it has been a dream of mine to create such a program,” said Maughan. "I hope this program will build excitement and create a network of confident school nurse leaders who can transform school nursing in their districts, so that frontline school nurses have the guidance and support they need to work to their full scope of practice.

Maughan emphasizes how this program is not only for school nurses but also for the students they will be serving.

At its core, the School Nursing Leadership Academy is about building capacity to help school nurse leaders build their confidence and skills needed to do well in the position,” said Maughan. “We are confident this initiative will position school nurses and their program leaders to work effectively with school administrators, local health departments, health care providers and families to positively impact student health, and thus improve child health in the commonwealth and the rest of the nation.”

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Erin D. Maughan, PhD

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Richmond Times-Dispatch: Dean Melissa Perry writes op-ed about the game changing nature of training students with virtual reality

Mary Cunningham — Tue, 29 Aug 2023 15:47:54 +0000

Richmond Times-Dispatch: Dean Melissa Perry writes op-ed about the game changing nature of training students with virtual reality Mary Cunningham Tue, 08/29/2023 - 11:47

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Melissa J. Perry, Sc.D., MHS

Dean Melissa Perry advocates for using virtual reality to train the next generation of our health workforce in today's Richmond Times-Dispatch. In a strained health care system, virtual reality is a game changer. Find out how Dean Perry and the college are leading the way and innovating health education by providing all our students with the opportunity to learn through VR. Read the op-ed: Commentary: In a strained health care system, virtual reality is a game changer. Please click here for a PDF version of the article.

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This Mason Nurse makes an impact one patient at a time

Mary Cunningham — Tue, 02 May 2023 19:41:39 +0000

This Mason Nurse makes an impact one patient at a time Mary Cunningham Tue, 05/02/2023 - 15:41

From the MAP Clinics to virtual reality training and the Student Nursing Association, Bachelor of Nursing student James Kim graduates prepared to be a great nurse.

James Kim with children he met on a mission trip

The next Mason Nurse is ready for the challenge. James Kim will graduate in May 2023 with his Bachelor of Nursing, ready to pass his board certifications, and begin his job in the adult observational unit at Inova Fairfax Medical Campus. In addition to his motivation, excitement, and preparation, he credits his experiences in Mason’s nursing program for preparing him to reach his goals as a nurse. Kim wants to help underserved communities by providing the best standard of care and supporting patients as individuals.

“Growing up I always loved helping people and the best profession that allows this, in my opinion, is nursing,” said Kim. “During my time in the program, I was able to directly and positively care for individuals, which made me realize the benefits and impact that I could have on my community one person at a time.”

Hands-on experience is a cornerstone to a Mason Nurse’s education to help improve and inform their practice. Students work with the culturally diverse patient population in the northern Virginia area, which provides them with the necessary skills to deliver health care to underserved populations.

“Mason’s Nursing program has access to local hospitals and clinics that give us privileges to gain hands-on experience with actual patients instead of manikins. We also have an amazing faculty that has extensive knowledge in different specialties, but also the basic foundations of nursing,” said Kim.

At the Mason and Partners (MAP) Clinics, Kim was able to practice what he learned in real-world scenarios with real patients. The School of Nursing operates several MAP Clinics, interprofessional bridge-care model free clinics that serve the uninsured and refugee community within Prince William and Fairfax counties in Northern Virginia. Kim provided vaccines to children and taught others to do the same, performed assessments independently, and lead students as a charge nurse.

“This opportunity with our MAP Clinics is important because of the different skills that you utilize and practice outside of the hospital setting. I was able to directly handle an individual’s care and communicate with my peers. This helps students build more of their communication and assessment skills which in turn is beneficial for clinicals in the hospital,” said Kim.

Kim is focused on using his skills to help individuals in underserved communities and is excited to make a difference. He sees his future nursing job in Inova’s adult observational unit as another way to have a positive impact on more patients. Kim describes the unit as similar to the emergency department’s fast-paced atmosphere, which will allow him to strengthen his previous nursing and critical thinking skills in a medical/surgical setting, and his evidence-based skills.

During his BSN program, Kim also participated in virtual reality (VR) training during his pediatrics rotation. The VR training complimented his in-person experiences by helping him feel more confident in his skills. The College of Public Health’s VR and Simulation Labs allow students two practice scenarios that “challenged us to utilize knowledge taught to us from our lectures,” according to Kim. He found it beneficial to have the instructors guiding him whenever he got stuck and to discuss how the scenario could be improved in the future.

He also values the teamwork in the program through clinicals, assignments, and his participation with the Student Nurses’ Association (SNA). Through these, he says he’s formed long-lasting friendships and help others within the program.

As vice president of SNA, Kim brought innovative ideas the to student-run organization that hosts for professional and social events for student nurses, such as clothing drives and professional speakers. This role helped him hone his leadership and communication skills by creating a community and opportunities for Mason Nursing students.

He is grateful for all he’s learned at Mason and feels prepared for the professional world. Kim wants to continue to improve his craft and would eventually like to become a nurse practitioner.

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Nurses trained via virtual reality performed better than those trained by inpatient clinical training

Mary Cunningham — Tue, 11 Apr 2023 20:37:23 +0000

Nurses trained via virtual reality performed better than those trained by inpatient clinical training Mary Cunningham Tue, 04/11/2023 - 16:37

Lab Coordinator Bethany Cieslowski helps nursing student Katherine Gugino adjust the virtual reality headset during a VR Simulation Lab training class. Photo by: Shelby Burgess, Office of University Branding

In search of novel tactics to accommodate a larger student body and fulfill workforce demands, nursing schools are developing new approaches to optimize learning, engage learners, and provide methods to ensure competency in future nursing graduates.

A recent study by Bethany Cieslowski, associate professor of Nursing, and colleagues found that immersive virtual reality (VR) training has been shown to be as effective as inpatient training for students learning to provide care for acute care pediatric patients. The performance of student nurses who underwent immersive virtual reality training was found to be better overall than that of their counterparts who received inpatient clinical training.

“The use of VR continues to grow in clinical nursing practice; however, the existing body of evidence on VR, especially immersive virtual reality, is limited. These preliminary results offer promise and demonstrate the potential of immersive virtual reality in the future of nursing education and preparing the workforce of the future,” said Cieslowski.

Nursing student Elianna Puerto uses a virtual reality set for a new simulation platform, SimX, during a VR Simulation Lab training class. Photo by: Shelby Burgess, Office of University Branding

The average (mean) scores for students in the immersive VR training group were higher for all performance domains, with particularly notable improvements in the subdomains of infection control, initial assessment, and oxygen therapy compared to the clinic trained group. There were no significant differences between the groups in focused assessment, medication administration, and evaluation. Total performance scores were significantly higher for the VR group.

The mixed-methods without randomization pilot study examined the effectiveness of an immersive VR simulation training program to replace pediatric clinical practice for a convenience sample of junior-level prelicensure nursing students.

“The Development and Pilot Testing of Immersive Virtual Reality Simulation Training for Prelicensure Nursing Students: A Quasi-Experimental Study” was published in Clinical Simulation in Nursing in February 2023. Tanya Haas, assistant professor of nursing; Kyeung Mi Oh, associate professor of nursing; Kathleen Chang, assistant professor of Nursing; and Cheryl Oetjen, interim director of the School of Nursing were also part of the research team.

The Medical Team, Inc. Endowment for Innovations in Nursing Education Fund funded part of the research.

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Bethany Cieslowski, DNP

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Can virtual reality simulation help address racism, discrimination, and microaggressions in teaching?

Mary Cunningham — Mon, 10 Oct 2022 20:20:34 +0000

Can virtual reality simulation help address racism, discrimination, and microaggressions in teaching? Mary Cunningham Mon, 10/10/2022 - 16:20

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Bethany Cieslowski, DNP

Dr. Cathy Tompkins

Jeanne Booth

Kimberly Holmes, PhD, MEd

Jhumka Gupta, ScD

New training will educate faculty to recognize and react to implicit bias and microaggressions through a VR simulation.

Tackling systemic challenges such as racism and implicit bias in teaching and learning requires innovative approaches and is integral to ��ӽ紫ý’s academic mission. The College of Health and Human Services is investing in virtual reality (VR) simulation to help address racism, discrimination, and microaggressions in teaching. Bethany Cieslowski, the College’s simulation coordinator, is developing an evidence-based training program to educate faculty to recognize and react to implicit bias and microaggressions using VR simulations.

The training will teach interprofessional groups of faculty within the College to mitigate the harmful effects of racism and discrimination by discussing the nature of microaggressions, applying strategies to react to microaggressions from multiple perspectives, and demonstrating confidence and commitment to act. The pilot initiative will initially focus on College faculty and expand to include staff and students.

Cieslowski is leading the training development along with the leadership team of the College’s Inclusive Excellence Working Group: Assistant Professor of Social Work Jeanne Booth, Associate Dean for Student Affairs Kim Holmes, Associate Professor of Global and Community Health Jhumka Gupta, and associate dean of Faculty and Staff Affairs Cathy Tompkins.

“Immersive VR provides a unique platform, enabling faculty to experience microaggressions from different perspectives, including the receiver, witness/bystander, and the source, in a real-life context. VR offers the opportunity for deliberate, repeated practice required to gain the confidence and skills necessary to react to the negative effects of racist language and actions,” says Cieslowski. “Evidence demonstrates that active engagement provides a deeper understanding, increases learning retention, and builds confidence.”

Participants will complete surveys pre- and post-training to measure the impact on participants’ mindsets, knowledge, and confidence in using the skills they learned to reduce and eliminate racism, microaggressions, and discrimination.

“Based on knowledge from the simulation, faculty can develop course policies, practices, and learning activities allowing for discussions with students related to racism and microaggression in a safe environment,” said Tompkins, co-leader of the College’s Inclusive Excellence Working Group.

This project is funded in part by an Anti-Racism and Inclusive Excellence (ARIE) Faculty Capacity Building Grant from Mason’s Stern Center for Teaching and Learning. The training is anticipated to launch in 2023 in the VR Simulation Lab.

This training and other initiatives are being developed by the College’s Inclusive Excellence Working Group, which is working to create an inclusive environment that supports diversity, further values, and incorporates equity into all functions of the College.