Critical Incident Video Simulation: Reimaging the Preparation of Nurse Educators for Today’s Teaching Challenges

BACKGROUND: Nursing faculty members reported feeling unprepared and lacking confidence in addressing teaching challenges. Recommendations include incorporating experiential learning strategies to better prepare faculty members for teaching. PURPOSE: To determine if the Critical Incident Video (CIV) intervention improved faculty preparation and confidence in addressing teaching challenges. METHODS: Using a quasi-experimental pre-posttest design, a convenience sample of faculty from prelicensure RN programs (N = 257) completed the pre-intervention tool measuring participants' preparation and confidence to address common teaching challenges. Participants were randomly placed into either the control (n = 109) or experimental (n = 148) group. The experimental group completed a structured CIV simulation intervention and the post-intervention and simulation experience instruments. The control group retook the pre-intervention instrument at 6 months. RESULTS: The results were statistically significant (P < .001) for aggregated scores for overall confidence and preparedness across 12 teaching challenges and 4 teaching environments. CONCLUSIONS: This study provides compelling evidence that the CIV intervention was a successful catalyst to prepare nurse educators to address teaching challenges.