The SonoSim software simulates a broad range of life-like clinical ultrasound scenarios with both normal and abnormal pathologies for students in the college’s Diagnostic Medical Sonography (DMS) and Echocardiography (Echo) certificate programs. The experience also includes gel pads and “sonosimulator” wands, which replicate the experience of using an actual ultrasound probe on real patients.

The Foundation funded the initial purchase of the program in 2019. The cutting-edge software includes content lectures, hands-on assignments to obtain images and measurements and a concluding test. This sort of simulation provides a training environment where students can practice essential competencies until they are proficient.

“We are indebted to the Cummings Foundation for its support for year two of our SonoSim technology, which provides new and continuing DMS and ECHO students an unparalleled opportunity to develop real-world ultrasonography clinical skills,” said Trocaire President Bassam M. Deeb, Ph.D. “This technology proved invaluable this spring amidst the new COVID-19 reality as students were able to complete their clinical requirements using SonoSim, allowing Trocaire to continue meeting Western New York’s critical need for skilled healthcare professionals.”

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The $25,370 grant award allowed the college to purchase software, which simulates a broad range of clinical ultrasound scenarios, from normal to pathologic. In addition to the technology, the grant also covers the accompanying hardware: 41 gel pads and “sonosimulator” wands, which replicate the experience of using an actual ultrasound probe on real patients.

Imaging faculty and students trained on the software early in the Fall 2019 semester. Sixty-four training modules exist, and each one includes 60-90 minutes of content lecture as well as hands-on assignments to obtain certain images and measurements and a concluding test. These SonoSim exercises can be used for classroom demonstrations, one-on-one practice and to conduct clinical assessments of fundamental skills.

Director of Medical Imaging Jennifer Beirdneau, MA Ed., RT(R) (MR), said simulation software like SonoSim immensely benefits students. Though real-life clinical experiences are irreplaceable, relying on them exclusively can offer limited variation from routine scans, and there is often high competition for placement with other training programs. SonoSim will allow Trocaire to bypass these limitations.

“This software allows our Echo and DMS students to simulate live patient imaging and gain practice conducting a wide array of ultrasound exams with both normal and abnormal pathologies,” she said. “This sort of simulation in the classroom setting provides a training environment where they can learn from mistakes and practice essential competencies until they are proficient.”

One of the missions of the James H. Cummings Foundation is to support education for those entering the medical professions. Mary Jo Hunt, the foundation’s executive director and secretary, said funding Trocaire’s SonoSim purchase is directly in line with that goal.

“We are excited to be partnering with Ģ����ý in the investment in this innovative SonoSim technology for educating and providing hands-on training for the college’s Medical Imaging students,” she said. “We know students who complete these programs utilizing this technology will be well prepared to serve the Western New York community when they enter the healthcare workforce.”

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They presented on their project at the 2017 Online Learning Consortium Conference in Orlando, Fla. and the Daemen College Spring 2017 Academic Festival. In addition, they recently co-authored an article published in Nursing Education Perspectives, the peer-reviewed, research journal of the National Nursing League.

The project was developed for Daemen’s NUR 417, which focuses on leadership, inter-professional teamwork, and quality improvement to improve quality of health care services.��Students in the course observe nurse leaders within various nursing areas. Traditionally, the course has 140 students that need to meet the required hours.

The VCLE—designed by Fisher, Nirelli and Cody—was developed to help expose students to all aspects of leadership and change without requiring them to be onsite in an actual clinical setting.

“l�𲹻�鱷����” 101

In the VCLE, an unfolding case study incorporates decision making and critical thinking along with clinical reasoning, as the students need to determine the solution to the presented problems based on their role. It exposes students to a huddle that is occurring on a nursing unit as a pre-briefing experience before breaking down each step of the process.

As students are actively engaged in the unfolding case study, they must answer questions in order to progress to the next scene. Upon completion of the VCLE, students complete and submit a reflection assignment to their instructor for the course.

The VCLE allowed for both summative and formative assessment of the student’s learning and application abilities of communication, inter-professional teamwork, quality improvement, and change within the health care setting,” Fisher explains. “Students openly expressed their thoughts and feelings with the experiences within their assigned learning circles, allowing for debriefing to occur with students and clinical instructors.”

Q&A with Nirelli and Fisher

Fisher and Nirelli share some takeaways from the experience of designing “l�𲹻�鱷����” and how it’s shaped their own careers and education.

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What are you proudest of in regards to this project?

Nirelli: Creation of low-cost collaborative education platform; shows promise for opportunities future in nursing curricula; and that the complex subject material and unique educational platform may have a positive effect on student licensure pass rates.

Fisher: My proudest moment was seeing all of the components come together at the end. While tutoring at Trocaire, I was involved in the nursing labs with students and was able to identify the value and importance of putting what was learned into practice. I was able to take that knowledge and focus on the virtual simulation design and functionality for the project, while utilizing the Cognitive Load Theory.

When I first agreed to the project, I had the “what am I getting myself into” thoughts. There were many elements of the project that I was inexperienced with. Through many long nights and early mornings, we were able to pull the project together. From start to finish, we completed the project in roughly 1 year, including developing a product starting in the middle of the Spring 2016 semester to have the project implemented in a summer course of NUR 417, having time to make revisions by the October conference in order to present, and collecting the final data in the Fall 2016 semester.

Then it was time for the data analysis and number crunching—was there differences in learning outcomes between the VCLE and the traditional clinical experience? As part of the funding we received, we needed to produce a publication worthy article to submit to the Think Tank committee. The decision was made if we needed to already produce an article, why not submit it for publication. After having to make minor revisions, we are waiting for the final publication to occur! Having the chair of the nursing department of Daemen College along with the faculty and community members in the room while presenting was a huge accomplishment. The kudos from the Vice President of Academic Affairs and the Think Tank Committee was like no other.

How did this project contribute to your Masters in Nursing education?

Nirelli: This Think Tank project was well planned and was put into place on time with great success. This has allowed me the opportunity to present this project nationally and is receiving great recognition within academia.

Fisher: Although completing a thesis or project was a requirement for completing my Master’s degree, the end product and all of the steps from start to finish allowed for more than a requirement but an opportunity for growth and stepping out of my comfort zone. Part of the funding requirements include presenting findings at a conference. Again, we decided we might as well go big.

The process and ins and outs of presenting really allowed me to take a step back and look at the importance of not only growth and development for nursing and for education but also the professional development that occurred for myself. Nursing education is constantly changing, and as educators, we too need to change. Clinical sites can be difficult to secure and additional learning experiences such as virtual simulation can help close the gap between the classroom and clinical settings.

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How has it impacted your work as an educator at Trocaire?

Nirelli: I was offered and accepted the position of Director of Nursing Laboratory and Simulation-Based Learning at Trocaire in January 2019, partly as a result of my experience gained while working on this VCLE. In this position, I will be able to create a student experience that will incorporate key concepts throughout the nursing curriculum that will support critical to system level thinking.

Fisher: Being part of the project has afforded me a great deal of information, knowledge, and experience that I can incorporate into my teaching. I completed my education practicum at Trocaire while I was finishing my degree. I was able to help make some changes to open lab and simulation lab, in particular, help to develop and incorporate new scenarios. Developing the VCLE helped to identify the barriers that can occur when trying to develop a scenario. There are so many more ways to learn than inside of the classroom. The VCLE helps take information students have learned in class and apply it to practice. The learning activity allows for experimental learning while providing students with rationales and the “whys.” Using adaptive learning places some of the responsibility of learning to the student.

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“As Trocaire continues to align its academic and workforce development offerings with the regional market, the institution strives to better utilize existing facilities to enhance the delivery of cutting-edge technology programs in growing job markets,” said Trocaire President Bassam M. Deeb, PhD.

“I want to congratulate Trocaire on submitting a compelling application that resulted in a significant financial award to enhance its operations and curriculum at its extension campus in the 59th Senate District,” said New York State Senator Patrick M. Gallivan.�� “I look forward to continuing to work with Dr. Deeb and his administrative team to bring new opportunities to students in emerging and growing technology focused careers through the new Technology Institute.”

“I’m thrilled to see this latest state investment in Ģ����ý,” said Assemblymember Monica Wallace. “As a result of Dr. Deeb’s commitment to cutting-edge educational opportunities, Trocaire continues to adapt to Western New York’s STEM economy by preparing students to compete in our growing jobs market. Through this investment, it is clear that the state believes in Trocaire’s commitment to offering high-quality academic programs, and I look forward to seeing the great impact that the new Technology Institute will have on Western New York.”

The Transit Road Extension Center offers various curriculum, including degrees in Computer Network Administration (associate and certificate), Healthcare Informatics (associate and baccalaureate), and Health Information Technology (associate) technology program courses. Two new programs in Data Analytics and Cybersecurity will be offered at the Williamsville location beginning in the 2018 fall semester.

In addition, the Transit Road location also supports a number of technology certifications through the college’s Workforce Development arm. Certifications include Data Service Microsoft Technology Associate (MTA) – Database Fundamentals; Microsoft Certified Professional (MCP); Microsoft Certified Solutions Associate 2012; and CCENT/ICNDI CISCO Certified Entry Network Technician.

The planned renovation will take existing, under-utilized classroom, office and meeting space and transform them into an advanced Technology Institute including multi-purpose combination lab-classrooms, a hands-on virtual reality laboratory, high-tech network lab with interactive server room, faculty and student sandbox for technology testing, practice, and instruction, an analytics laboratory, data analytics seminar rooms, and additional space renovations that will allow for laboratory experiences to be streamed into classrooms, combining hands-on experiences with live classroom learning.

HECap grants assist in the financing of capital projects and equipment purchases by independent institutions of higher learning in New York State. These projects create construction jobs across the state and benefit students, faculty, staff and communities. Currently, the HECap Program is a competitive grant program that awards bonded funds for capital projects on Independent Sector campuses across New York. For every $1 of state funds awarded, colleges and universities provide at least $3 of matching funds.

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