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• W2105460003 abstract "The vision of the International Nursing Association for Clinical Simulation and Learning (INACSL) is to be “nursing's portal to the world of clinical simulation pedagogy and learning environments.” To enact INACL's vision, the Representatives Committee on behalf of their constituent groups seek opportunities to advance the pedagogy of simulation. With representatives from the graduate, undergraduate, licensed practical nursing/licensed vocational nursing, international, simulation technology and resource communities, this committee embraces the needs of their constituent groups. Assistance is often solicited from the membership requesting support with delivering high-quality simulations, rigorous research, or operations-related challenges. The representatives, with INACSL's Leadership, are responsive to the needs of the members and are committed to the service of mentorship. Mentoring refers to a relationship that supports the novice or a less experienced educator to gain the knowledge or proficiency required to perform a certain task or assume a set of values unique to the community (Thomka, 2007Thomka L.A. Mentoring and its impact on intellectual capital: Through the eyes of the mentee.Nursing Administration Quarterly. 2007; 31: 22-26https://doi.org/10.1097/00006216-200701000-00008Crossref PubMed Scopus (26) Google Scholar). Within INACSL, members have taken on formal and informal mentoring roles to support, guide, and advise one another. Evident from the listserv, simulation educators willingly share their expertise with others on a variety of topics. In the spirit of collaboration, mentors from the INACSL community share creative and innovative ways of adopting the Standards of Best Practice: Simulation into daily practice. In a reciprocal arrangement, even the simulation experts assume the role of mentee and are mentored by others with requisite knowledge. The mentee may be a novice or experienced simulation educator challenged with a particular need. To promote a positive and successful mentoring relationship, mentees have the responsibility to be self-directed and demonstrate an understanding of the limitations of the relationship. Through completion of a self-assessment, the mentee identifies unique learning needs. In collaboration with the mentor, a plan can be devised meeting the needs of both partners. This process allows opportunity for the mentor to make recommendations as well as provide support based on evidence-informed practices. Additionally, mentor responsibilities include networking opportunities to expose the mentee to other possibilities. Through these collaborative partnerships, INACSL can broaden and strengthen the organization. As an organization, INACSL has responded to the members request for a formal mentorship program. The Representatives have embraced this challenge as central to their role within this committee. As a networking process to facilitate dialogue among the members, the Simulation Scholars Mentorship Program has been created as an added benefit of membership. Currently in the pilot stage, this program will be extended in the near future to include general registration. At that time, mentors and mentees will be invited to register for the mentorship program. This partnership will foster a true collaboration in which both mentors and mentees share a role in advancing the science of simulation. Cultivating these mentoring relationships benefits the mentor, mentee, and the INACSL (Zellers et al., 2008Zellers D. Howard V. Baric M. Faculty mentoring programs: Reenvisioning rather than reinventing the wheel.Review of Educational Research. 2008; 78: 552-588Crossref Scopus (143) Google Scholar)." @default.
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• W2105460003 date "2013-10-01" @default.
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• W2105460003 title "Board Bytes 2013" @default.
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• W2105460003 doi "https://doi.org/10.1016/j.ecns.2013.08.004" @default.
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