Background. To provide valid and reliable evaluations of student performance in simulation activities, it is important to assess the psychometric properties of evaluation instruments.

Method. This novel method incorporates the use of a database of validated, video-archived simulations depicting nursing students performing at varying levels of proficiency. A widely dispersed sample of 29 raters viewed and scored multiple scenarios over a six-week period. Analyses are described including inter- and intrarater reliability, internal consistency, and validity assessments.

Results and Conclusion. Descriptive and inferential statistics supported the validity of the leveled scenarios. The inter- and intrarater reliability and internal consistencies of data from the three tools are provided. The article provides information and resources for readers to access in order to assess their own simulation evaluation instruments using the described methods.

Learning Objectives:

1. Examine the goals and intended outcomes of the NLN's project on exploring the use of simulation for high stakes testing.

2. Explain the goals, intended outcomes and findings of the NLN's project to nursing and simulation faculty at your institution.

3. Analyze the challenges encountered and accomplishments of this project.

Learning Objectives:

1. Analyze the study design and rationale for the NCSBN National Simulation Study.

2. Evaluate the preliminary findings from the first year of the study.

3. Explain the student assessments and evaluations occurring throughout the study.

Learning Objectives:

1. Reflect on one's own biases and opinions about death and the mannequin in relation to the current published evidence.

2. Discuss one benefit and one risk regarding simulated death as an educational tool.

3. Consider whether death and the mannequin is a topic worthy of research and inquiry.

Learning Objectives:

1. Describe the process of Utstein style consensus meetings, more specifically the use of a modified nominal group technique.

2. Apply the top 5 topics in the planning of future patient safety programs and initiatives.

3. List the top 5 topics identified at the Utstein consensus meeting that contribute the most to improved patient safety.

Learning Objectives:

1. Explain the different types of social media that are used by learners.

2. Recommend ways in which social media can be integrated into simulations in a meaningful way to enhance the simulation.

3. Summarize the ways in which social media is being used in traditional educational settings.

Learning Objectives:

1. Explain three dilemmas that may occur during simulation research.

2. Formulate a personal plan to avoid potential dilemmas in your own simulation research.

3. Examine at least two solutions to common problems found during simulation research.

These four leaders in nursing education and simulation will treat attendees to a comprehensive summary of advances in simulation development and research and an exploration of future directives and challenges.

Among the questions to be addressed, in an informal presentation, will be:

What evidence do we have that what we are currently doing, i.e., taking students to health care facilities for clinical practice, works?

What evidence do we have that simulation works?

What DON'T we know about simulation — what research remains to be done?

What needs to be done about faculty development so that nurse educators learn to do simulation well?

What is the role of simulation in interprofessional education?

Method: All prelicensure nursing programs in the United States were mailed the survey; 62% of programs (N ¼ 1,060) receiving the survey responded. This article presents respondents’ answers to an additional eight questions about a program’s use of simulation and thoughts on various aspects of simulation, not reported in the first article.

Results: Standardized patients are used by slightly over a third of programs that responded. More than half of respondents required some scenarios for all students prior to graduation, with the majority of these required scenarios being medicalesurgical in nature, followed by emergency and code scenarios. One third of respondents felt that communication and the organizational culture cannot be learned in simulation. Student evaluations were most frequently used to determine the quality of written scenarios, followed by faculty peer evaluations of scenario content. Programs would use more simulation except that faculty are not trained in its use and programs lack appropriate funding.

Conclusion: Simulation continues to be adopted in nursing programs, but there is a lack of funding for both faculty training and increased simulation use.